Introducing a 1:1 Tablet Project in a Secondary School, as a Means to Implement a Change in Learning.

Introducing a 1:1 Tablet Project in a Secondary School, as a Means to Implement a Change in Learning.

by Lars WAShttp://www.larswas.org2013/06/02 TELIC - SHU

ABSTRACT

This paper describes the first of three steps in implementing tablets in a 1:1 relation in a secondary school. Trying to convince colleagues of the necessary change in the way our student learn and hereby looking for the tools to accomplish this change, resulted in the decision to implement tablets in a group of students. Why this change is necessary, how we can achieve this is described. Building upon Bloom's revised taxonomy (Krathwohl 2000) and the theory of Connectivism (Siemens 2005), I explain the benefits of working with tablets to enable a different way of learning, in line with the offered principles. The change is implemented according to color print theory by De Caluwé & Vermaak and Kotter's 8-step theory. These provided the necessary framework to implement the change at hand. Supported by the outcomes of the collected data I make the case that tablets are a viable option to achieve the goal of changing the way learning occurs.

KEYWORDS

tablet, ipad, byod, 1:1, change, connectivism, bloom, de caluwé, vermaak, kotter

Introduction

I teach in a secondary school in Belgium, that certainly built up a name in past years. We were pioneers in project education during the 1970's, students and teachers were, and still are, treated more equally than in other schools (e.g. senior students can address teachers by their first name), students are participating in student-councils that enable them to have a say in school policy, etc. However, when it comes to technology, it is quite a different story. The implementation of an LMS, introduced in our school around 8 years ago, never really achieved the goals that were set out. During the last decade, change has not been a big part of our institute. Technology enhanced learning has peaked my interest for quite some time now and I would like to do something about the deadlock my school is in. In order to do so, in 2010 I started a post-graduate course at the Limburg Catholic University College about e-learning where I came into contact with "Connectivism". This lead to my participation in the CCK11 mooc (massive open online course called "Connectivism and Connective Knowledge") by George Siemens and Stephen Downes. I created my blog and started writing about the things I encountered along the way. Engaging on Twitter and collecting RSS-feeds to absorb as much information as I could, I came into contact with a lot of interesting people. At first, I started a couple of modest try-outs in my own classroom, implementing computers in my lessons and assignments. This steadily grew to more in-depth, and even interdisciplinary projects. Last year, I was lucky enough to try out a project using iPads into a couple of my classes. This experiment was what inspired me to work on a bigger project. I thought about implementing

iPads on a larger scale and in more courses. At the end of last school year, I described my ideas to my colleagues and asked if there were others interested in joining me in constructing a team to implement iPads in education. Together with a steady group of believers, we started to plan this project and give it some real shape. We succeeded in creating the basis for the project, enabling us to adopt the technology for teachers next year and after that go for the real implementation in the classroom. The objectives being:

implement tablets in a group of students (1:1 relation)use this device as a tool, not as a means by itselfteach differently - more creatively, more collaboratively, etc.reach the same official outcomes as the traditional classes (and more?)provide a solid digital literacy

Organizational Needs

This project is unlike anything I have ever done before, since in time it will affect the entire school and everyone involved. This can be perceived as both a strength and a weakness, but necessary nonetheless. My view on the matter is as follows:

Management: will have to condone the project and actively support it.IT: will be responsible for the appropriate infrastructure and technical support.Teachers: will have to become digital literates, become comfortable with the tools at hand to support their teaching and enrich the learning experience for the students.Students: will have to be open to the idea of e-learning and working with digital tools to support their learning.Parents: will have to be convinced of the possibilities of e-learning, the use of tablets in the classroom and the long-term investment in those devices.

The reasons why I would like to implement this change are numerous. I think it is important to offer a descent education that in our 21st century translates into a creative, connected and technologically enhanced way of learning. Teaching students how to become digitally literate and providing them with the tools to learn in new and better ways is paramount. At the moment we see that tablets are conquering the world. They offer certain benefits in both our personal and professional lives, in ways we have not seen before with any other device (Eichenlaub et al. 2011), such as battery-life, ultra-mobility, instant on/off, the vast array of useful apps, to name a few. I find that tablets could make a tremendous difference in our current form of education. Even in our traditional schooling system with 50 minute periods, standardized testing and a very linear structure, tablets could make a significant change and maybe even open the door to a less institutionalized form of education where students can really interact with each other and learn more creatively.In order to accomplish this goal I created this timeframe to work with:

05/2012: start-up - interest poll, project outlines2012 - 2013: preparation - proposal, concretization, apps, financial aspects, inform management, securing project, inform PTA, prepare guidelines, create vision text2013 - 2014: teacher implementation - device implementation, teacher training, TeachMeets2014 - 2015: student implementation - device implementation, coaching, creative/collaborative learning

Figure 1: GANTT-project timeline

At the moment, few (new) technological tools are used in the classroom. Even now, our institute is still in the process of equipping all classes with projectors, internet and sound capabilities. The LMS we introduced several years ago, still is not integrated as it should be (e.g. teachers can still function without consulting the LMS too often). The overall attitude towards technology is one of great frustration, because a lot of teachers are still feeling uncomfortable with it. I would love to see my colleagues be stimulated to use more technology in their courses, but the laxity on the matter is very counterproductive. My idea of implementing tablets instead of computers/laptops is carefully chosen because it works around some of the disadvantages teachers encounter today. Moving your students to a computer lab, waiting for the computers to start up and log in to the school network is time-consuming and brings about technical difficulties on a regular basis. Although I am convinced that technicalities will still be around with tablets (Webb 2013), the ability to quickly find something without disturbing the overall pace of the lesson could invite more teachers to use technology. Secondly, offering (and maybe even obligating) teachers extra training concerning several technical tools that enable digital citizenship (Alberta Education 2012) could work beneficial. I have tried this in the past. I offered a series of teacher training sessions to improve their technical skills of word processing, presentation creating, even a how-to guide for our LMS, but attendance was low. Personally, I think this has a lot to do with the fact that it is "okay" to function without technology in our institute. It is not something thought highly of or stimulated by our management. Nobody ever said: "OK, this is what we are going to do, here are the tools and the support you need, now go and do it".Due to my interest in technology and dreams to teach in new ways, I quickly realized the potential of tablets when the first iPad came out. Currently I am on the verge of going paperless in my own teaching and functioning in school by means of cloud computing (Alberta Education 2013). Through these experiences, the idea grew to propose a project more suited for modern day education. I find it important that education will finally change to a more open, creative and collaborative way of learning, using different skills and a digital literacy to find, process, implement and create new information. We still emphasize too much on memorizing and too little on creating, evaluating and analyzing as Bloom's revised taxonomy (Krathwohl 2000) suggests. Tablet computers, in my opinion, are perfectly capable of achieving these goals in education.

Figure 2: Bloom's revised taxonomy (Pillgreen 2012).

Another theory called "Connectivism" (Siemens 2005) makes a case for the collaborative nature of our change project. This theory emphasizes on the following:

information ubiquityimportance of informal learningimportance of technological tools in our thinkingchaotic presence of information; information is everywhere

Stephen Downes (2007), also influential in the field of Connectivism, says that “Connectivism is the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks”.Both Bloom's revised taxonomy and Connectivism are important building blocks in the project. They both represent the theoretical foundation in making the decision to change the way we learn. Working towards an environment where creativity and connective knowledge are supported by the right technology, is paramount. My rationale for change is vested in the values of both theories, not necessarily in the implementation of technology. The device used to encompass the desired change is merely a vessel, a tool, not the goal in itself.

In preparation, I considered this visual representation (MindMeister) and the following SWOT-analysis:

Strengths:increase the proper use of technology in the classroomincrease digital literacystimulate creativitystimulate alternative educational approaches (e.g. cross-curricular projects)

Weaknesses:group effort, everybody needs to be on boardtechnology dependentfinancial aspects for both the school and the students/parentsextra work for teachers in reconstructing their course materials for the tablet platform

Opportunities:true 21st century learningcreative teaching/learningmoving away from our linear schooling system

Threats:forfeiting the project when things go wrong in the beginningopponents who will not comply with the project ideasexperiencing burn-out after struggles to implement the project, or not being able to achieve any of the goals

For this project, there need to be certain things in place, in order to start working efficiently with the tablets. As I have mentioned before, the idea is to start working with a group of students (pilot group) to test our new pedagogical approaches with tablets. This class should be equipped with an HD-projector, a proper sound system, WiFi, a device that wirelessly connects the tablet with all these things (e.g. Apple TV) in order to maintain freedom of movement in the classroom.Pedagogical support is another item that is high on my list. Through my experience with the iPad and a personal interest in e-learning, I see the emergence of my role as teacher trainer to enable others to use the device and apps as good as they can. Even just providing new ideas based on reflections I have encountered myself or found online, I think I can play an active role in supporting my colleagues. However, as the saying goes "Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime", I find it important to show people how to find these ideas themselves and share them with others. This could be done face-to-face in training sessions where we could all share our experiences (TeachMeets), but also through digital means of communication. Trying to teach colleagues to connect on Twitter, collect RSS-feeds of interesting blogs, find new information through intelligent magazines like "Zite", etc. could widen the flow of information they encounter and therefore increase the possibility of serendipitous learning. In short, they would be creating their own personal learning network. I also think that all these things are not exclusively for teachers, but we should involve students as well.

Change Management Strategies

When looking at different strategies to implement the change I am looking for, I was struck by 2 specific theories that could have the desired outcomes. The first one is by De Caluwé and Vermaak (2006). I found their Colors of Change theory interesting because it is actually more than just a change management strategy. It is about people, about how they are and how they interact with each other. De Caluwé and Vermaak are talking about different colors to point out the variety in ways people think, act and look upon change. Here is an overview of the colors and their properties for change by De Caluwé and Vermaak (2010):

Yellow-print people think things can only change when power backs it up. They are looking for a consensus and are constantly building coalitions. Their actions are mostly secretive, but they do what they do for the good cause, though others look upon them as people who make decisions to serve their own interests. They are looking for feasible solutions, which are not necessarily the best ones!Blue is about rationality. Blue-print people want to prove everything. From all the possible alternatives, only one can prevail, they tend to make everything as simple as possible and boil things down to the bare essentials. Consequently, they see (other)

people as resources, not as human beings.Red thrives on motivation and seduction. They think of people as human beings with feelings which should be treated with respect. When implementing change, they tend to make the change so attractive, that others want to change, instead of needing to be convinced. They tend to follow charismatic leadership, visionaries.Green-print people consider learning to be key. They try to raise awareness and look for intrinsic motivation. They have a rather positive worldview, are curious and maybe even a little naïve. Their satisfaction comes out of the learning process involved in change.On the white planet change is spontaneous. They need a certain energy to innovate and this innovation usually happens at the edge of the organization, where there are less rules and regulations. White-print people can deal well with uncertainties.

It is important to be aware of the different colors in the process of implementing change. They are not mutually exclusive, but rather complementary, in the total structure of any organization. Personally, I am a combination of red and green. I am very sensitive to charismatic leaders and visionaries, the sense of belonging to a group and doing things together is empowering to me. On the other hand, my curiosity needs to be satisfied as well. I love to learn new things and naïvely think that others are the same. When engaged in discussion with others, I sometimes find it hard to understand why they do not concur with me. This was not different in the tablet project. Some people offered views on the matter (both positive and negative) I did not think of, enriching the discussion and enabling us to prepare ourselves as good a we can. Having to work with people from different color groups, I felt that the project had a greater chance of success. The different color people could be deployed in different ways so that in the end the change was implemented more smoothly.

Another theory that I found to be important is one by Kotter (1997). He talks of 8 steps to be taken in change strategies:

Figure 3: Kotter's 8-step Change Model (1997).

When looking at this graph, I get a big sense of solidarity, as if the change is something only

reached when working together. I like that aspect of change being something that arises from a communal sense of urgency. The way the change evolves according to Kotter feels natural and "right" to me. When reading the different phases, I immediately noticed a connection, an overlapping feeling between this change model and the change we are trying to implement in our institute.

Establish a sense of urgencyI tried to do this when consulting the entire teaching staff and at the beginning of our group meetings. Showing them that our way of teaching is in need of (technological) change and that a tablet device could provide that change, was the cornerstone to start from.Creating the guiding coalitionAt first I tried to form a cohesive team of believers, that saw something in my ideas and wanted to talk/think about the change I had in mind.Developing a vision and strategyWe discussed what we wanted to achieve and how we thought we could achieve this. Building our strategy was laborious and took quite some time, but in doing this properly, our team now has the conviction and right tools to get started.Communicate the change visionThe second phase heralds a new step in our grand plan: communicating our strategy for change to the entire teaching staff and trying to convince them that the outcomes are worth taking a risk for. Communicating with the students about how and why the change is implemented would be the thing to do in our phase 3.Empowering broad-based actionIt is our intention to take the duration of one school year to implement the devices within the staff, enabling them to get comfortable with the technology and start making plans, trying things out and learn from each other, in order to be prepared when the devices are rolled out to the students at which time, they as well, will need to be taught how to use the device and apps to genuinely learn new things.Generating short-term winsAlthough the first part of our project (i.e. creating the right vision) was rather long-term in design, I would like to set smaller, short-term goals during the teacher implementation phase. The change will be more personal and teachers can use this successful experience to move on to their next goal. When implementing the change with our students, starting small and evolving to bigger assignments will enhance their drive to succeed as well.Consolidating gains & producing more changeOnce the teacher and student implementation phase is over, we intend to expand our project to more classes and staff, gradually transforming the entire school in this new way of learning.Anchoring new approaches in the cultureOf course, in the end, this project is not just about trying to implement tablets in our school, but about teaching differently. If we can evolve to a culture of creative collaboration, supported by a digital literacy, this method will influence all layers of our institute, it will become a new culture, something inherent present, instead of something that is happening at a certain place or time.

So in a way this change model by Kotter suggests the 3 year time frame we have set:

1. Phase 1: creating a climate for changeGathering people to talk about the idea and convincing them of the project.

2. Phase 2: engaging and enabling the whole organizationImplementing the devices amongst our teaching staff so they can engage with them in their own courses.

3. Phase 3: implementing and sustaining change

Implementing the devices amongst the students and transforming the project into a new culture.

I came across this recapitulatory graph that implements both theories into a cohesive plan. De Caluwé's and Vermaak's color-print theory is embedded in Kotter's 8 steps. It becomes apparent that the different colors have slightly different approaches in the change process, but ultimately build towards the same goal.

Figure 4: Change management strategies combined (Boer 2012).

Change Process

I started thinking about this project after I did an iPad project during my geography classes. The idea of working with tablets for an extended period was very appealing. I talked about my ideas with my colleagues during a teacher meeting and found that a couple of them were willing to participate in my project and think about how we should proceed. This happened all in June of 2012. I started a formal iPad group in October of the same year.The first keynote (Dutch) I gave was about my vision on what this iPad project could embrace. We talked about my ideas and how I thought they could be implemented in our institute. We concluded that the device certainly has its possibilities and that the benefits of using it in the classroom are worth mentioning. As Kotter (1997) explains in his work frame, I tried to establish a sense of urgency and made the change attractive so that others would be inclined to follow (De Caluwé and Vermaak, 2006).During our second session we discussed the possibilities again and tried looking for alternatives to create a good picture of how our project could take form. A lot of questions were asked about the first keynote, now that people had some time to think about it.

iPad vs Android vs BYOD (Bring Your Own Device)?What about a payment plan for parents?What about insurance?Which group of students should we use to start the project and why?What are these things called apps and how can they be used?

Do we need to do everything on a tablet? What about books?…

I found this session valuable, because it offered the possibility for me and my colleagues to immerse themselves in the matter of tablets and the implications of such a project. At the same time, it gave me the opportunity to connect with them, because I needed some input to work with in order to show what is possible and what is not. We debated for a long time, leaving many ideas on the table to work with, things to think about. They also asked me to give them an idea of what kind of apps are out there and what you can do with them.Session 3 fulfilled the role of a slideshow of apps (Dutch). I tried to show them a wide variety to be used in different classes. Both free and paid apps were discussed and sometimes demonstrated in order to make them think about different possibilities for their own classes. An important aspect that came forth was that the built-in apps are interesting for use in education too. The out-of-the-box experience could make a good start for both students and teachers. Secondly a number of web 2.0 tools that are available as apps proved to be useful, since you can access them with a computer as well.The following sessions evolved around creating a feasible way of introducing the project to students and parents, and consequently the financial side of it. We discussed a lot of different payment plans, leasing options, etc. This proved to be difficult for me as well as for the group, even resulting in some hesitation to stick to the time-frame we set in the past. "Maybe we are moving to fast?", some said, "Maybe we should wait until tablets become cheaper?". Understandable reactions because our school pays a lot of attention to include every child in everything we do in school. However, money cannot be a criterion to enter the iPad-project. The reason we discussed this item several times is, because this will be one of the decisive factors to receive a "go-ahead" from our management. When armed with some proposals, we decided to invite them to one of our meetings, in order to explain what we were doing and why we want to implement these devices in the classroom (keynote - Dutch). After that meeting, they told us they fully support our project on pedagogical and didactical terms, but the one thing that had to be worked out more was the financial plan behind it.Without a feasible financial solution, I decided to talk to the PTA in our school, one of the stakeholders. The idea was to hear their thoughts on the matter both pedagogically and financially. The general consensus was that they liked the idea and to my amazement literally said to me: "Do not worry about the financial aspects too much. Do not get caught up in trying to offer certain devices as a school, that is not your core-business. Instead, implement these devices carefully, work out didactical plans and prove to us that they are used in good ways. We will take care of the financial aspects ourselves." I did not expect this kind of approach to the project, but it took care of a lot of difficulties that were still ahead of us. While our group thought that parents would be more worried about the consequences, they almost immediately favored the project and were willing to see the cost as a long-term investment. I am sure that there will be parents that are struggling to cope with the expenses, but in offering total device freedom (BYOD) they are not bound to a certain brand, but could find cheaper alternatives to reduce the costs.Maybe we overestimated the financial problem, I am still not sure, but this breakthrough meant that we were able to make some important decisions and get the project on track.

BYODConstruction of a list of minimum system requirements (Alberta Education 2012)Pilot-group: Human Sciences courseWork out the definitive vision textPresent text to management and teaching staff

Change Evaluation

I have collected formal data from 3 stakeholders in the form of an online questionnaire:

colleagues & IT (Dutch)students (Dutch)

Informal data came from meetings with 2 other stakeholders:

managementparents

The data received proved valuable. All participating colleagues were honest in their replies, I think, and gave me new insights on how to proceed with the next step in the project. The formal data explained to me that all teachers currently involved were looking for new ways to incorporate new media. They all felt the need to do something with these new digital tools. Starting from this understanding, they were interested in exploring the possibilities of tablets in the classroom. Secondly, I asked their opinions about the way we proceeded with the project. Some mentioned that some discussions could have been dealt with faster, easier, but at the same time everybody agreed that they were necessary nonetheless. Making the right decisions concerning the reasons why we wanted to integrate tablets, proved to be a long-term work. The colleagues said that they are currently convinced of the strategy we are taking, but were also unsure on how to trigger as much "non-believers" as possible. Lastly the openness of the group (e.g. no taboos) was greatly appreciated.Students had a voice too. They too were offered a questionnaire to express their thoughts on the matter and mostly gave the suspected feedback of being anxious to start working with tablets. However, some did express a certain kind of reservations on the matter, because they felt they were not digitally literate enough, others voiced their love for books over e-readers. These concerns were expressed by a minority. The vast majority was in favor of the project. I also asked if our current 9th grade students already owned a tablet and if so, what brand it was. This is what came out of the survey:

Figure 5: Student Survey Outcomes

Talking with management about our project was quite successful in that they liked the idea very much, but expressed some practical concerns. However the talk whit the PTA was the real eye-opener for me. It was this meeting that drove us forward the most. Their stance on the financial aspects and other practicalities proved far less worrisome than we suspected and therefore creating a greater chance for success. This meeting with the PTA, at the same time, convinced our management to drop the practical concerns and move on with the project.

In retrospect, I am content with the way we have proceeded with the project. My colleagues are right when they say that sometimes it might have gone a little faster, but I am confident that the discussions we have had were absolutely necessary and provided us with the insights we can now use when trying out the devices in our own courses. I would like to emphasize again that the first and foremost reason to start with this project was not to just implement another device in education, but structurally change the way we teach. Tablets are merely the vehicles by which we try to accomplish this. A change in how students learn is what we want, not technology just for the sake of technology.

Reflective analysis

When being introduced to the iPad, I immediately felt that this device actually had the most potential of succeeding in education. This was confirmed when different schools started implementing them and reported about their experiences (Fraser Speirs 2013, Waters 2010).

These reflections proved to be useful, in that they showed a possible way for us to go and that they pointed out possible pitfalls. One of the things that got discussed was the choice of device. I started out suggesting that we use Apple's iPad because of my personal experience with it, but also because of the good reviews they got (e.g. here and here). The ecosystem of the iPad is rich and until today still has the best potential for education. However, as other manufacturers started showing interest in the tablet market, they too started producing more and better devices, also suitable for a school environment. After a lot of debate and suggestions by the PTA, we finally came to the conclusion that BYOD was the best way to go. Leaving the students free in their choice of device also means that we, as teachers, need to offer universal apps, that run on every platform. This creates another challenge, but at the same time offers more freedom for the students in how they would like to construct their PLN (Personal Learning Network).As mentioned before, the financial aspects proved difficult for us. I frequently mentioned the capacities of a school on the matter. What could and/or should schools do when considering implementing technology? But I am glad we were guided to a more practical approach.

In the discussion about what group of students we could use as a pilot-group, we talked about a lot of possibilities but rather quickly agreed on a 9th grade group with a major in Human Sciences. This group consists of students that do not alter their educational path that much, so the continuity problem should be solved this way. Another reason we chose this course is because a lot of the teachers who teach the majors, already have a lot of course content in a digital format making it suitable for working with tablets. And last but certainly not least, the course is prone on research: looking for information, seeing what happened in our society and writing/talking about it, happens almost everyday. The tablet could play an integral part in a lot of the things they do in class.

Overall, during the discussions, I found it extremely important to be able to draw on experience in stead of only on knowledge. My work with the iPad in and around the classroom qualified me to give meaningful feedback to my colleagues when questions arose. These tips proceeded to become guide marks in the imagining process. At the same time I, in turn, learned from my colleagues, because they could come up with solutions unbiased on any preconceptions. The interactions between us offered new ways of looking at things for everybody.

Having multiple colors (De Caluwé and Vermaak, 2006) present in our group, different types of people were given different jobs in constructing the framework for the project. As a true red and green person, it was hard for me to take on certain jobs like negotiating with management. Thanks to our multi-colored group, this could be taken on by yellow-print colleagues. Similar was the role of the blue-print people, who tried to untangle the situation if we ever got stuck. This working together of the colors was interesting and insightful.

Lastly, I had a couple of sessions with my fellow TELIC students. Using Google Hangouts to communicate the evolution of our project proved to be enlightening and stimulating. The tips acquired here were useful. I also met with Marianne and Dries in real life, to discuss the problems we encountered during the implementation of our project (reflections here and here). Guiding and helping each other enabled us to think about things differently. New and fresh ideas were shared between us and these sometimes made the difference between being stuck in the project or finding a way out.

Conclusions

Guided by the change management theories of De Caluwé & Vermaak and Kotter, creating the project timeline and trying to implement the project in the hearts and minds of all the stakeholders, was done so with more confidence. It provided the structure I needed to setup the project the way we did and to appeal to the characteristics of the individuals involved. Similarly, having the right pedagogies to back-up the didactical story of our project (i.e. Bloom's

revised taxonomy and Connectivism), provided the necessary foundations to build upon. In the case of the tablet, I felt from the beginning that this device could enable all the attributes of the theories.The group immersed themselves in the concept of working with tablets and especially in the reasons for using the devices. We do want to teach differently and are convinced that tablets can play an active role in the process of enabling and encouraging cooperation, creativity and digital literacy. All stakeholders were consulted and ultimately believed in the project. Encouraged by their support, we found the necessary energy to form a cohesive plan to start from and to implement the devices in a thoughtful way, with greater emphasis on learning instead of on the technology itself.Phase one of the project is nearly complete. We are currently ready to reveal the grand design of our project to all colleagues, by means of a presentation and a vision text. Next year we will start equipping teachers with tablets and have them testing the devices in their own environment and at their own pace. This process will be accompanied by extensive training, cooperation and the sharing of knowledge amongst them. The year after we will implement the tablets in our pilot groups, hereby using the newly formed knowledge from our teacher-implementation-year. We definitely see the project as a learning process where new insights and skills can be used to guide the decision making stage.I am confident that we have a good chance of implementing the devices to enable the proposed change in learning and ultimately in our school's culture.

Acknowledgments

I would like to thank all involved in guiding me to the change in our institute: David Owen and Fionnuala Herder-Wynne, our tutors, Sue Beckingham, Marc Bennett, Marianne De Vriendt, Jullie Gillin, Dries Palmaers and Phil Vincent, my fellow students and my colleagues who have invested a lot of time and energy in getting this project on the rails. Thank You.

REFERENCES

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EICHENLAUB, Naomi et al. (2011). Project iPad: Investigating Tablet Integration in Learning and Libraries at Ryerson University. Information Today, September 2011, 17-21.KOTTER, John P. (1997). Leiderschap bij verandering. Sdu. Uitgevers.SIEMENS, G. (2005). Connectivism: A Learning Theory For The Digital Age. [online]. International Journal of Instructional Technology & Distance Learning, 2(1), last accessed 31 May 2013 at: http://itdl.org/Journal/Jan_05/article01.htmFraser Speirs. (2013). [online]. Last accessed 31 May 2013 at: http://speirs.orgWATERS, John K. (2010). Enter The iPad (or not?). T H E Journal, June/July 2010, 37 (6), 38-45.WEBB, Jan (2013). The iPad as a Tool For Education - a case study. [online]. In: 2013 Naace Strategic Conference, Nottingham, March 7-8 2013. Last accessed 31 May 2013 at: http://www.naace.co.uk/publications/longfieldipadresearch

FIGURES

Figure 1: GANTT-project timeline (Was 2013).Figure 2: Bloom's revised taxonomy (Pillgreen 2012).PILLGREEN, J. (2012). [online]. Last accessed 31 May 2013 at: http://meandmylaptop.weebly.com/2/post/2012/07/simplified-blooms-taxonomy-visual.htmlFigure 3: Kotter's 8-step Change Model (1997).Kotter's 8-step Change Model. Leadership Thoughts. [online]. Last modified 19 February 2013. Last accessed 31 May 2013 at: http://www.leadershipthoughts.com/knowledge-articles/kotters-8-step-change-model/Figure 4: Change management strategies combined (Boer 2012).UX design and change management: The poster. Birds on a Wire. [online]. Posted 1 October 2012. Last accessed 31 May 2013 at: http://informaat.com/blog/ux-design-and-change-management-the-poster.phpFigure 5: Student Survey Outcomes (Was 2013).