So one thing that we noticed was that a few students found it very easy, it was almost like second nature to them. Obviously, they either had an iPad or a tablet at home or they worked on smartphones before so it was very easy for them. They worked intuitively, or the iPad seemed intuitive when they were using it; what I mean by this: they knew where to click to go back, they knew how to add pictures without us telling them, they knew how to add audios, they were just searching for symbols that resembled the idea they had in their mind at the time, so if they were thinking about adding an audio, they would just search for a microphone. So this is something that some students did, and other students were struggling a bit with the technical issues so obviously they didn’t have lots of experience with iPads or tablets, or any kind of touchscreen device, but they took their time, so maybe they spent a little more time on these issues but then the language production came very easily to them. On the other hand, as I said, some students had to re-do the audio recording a couple of times, even four-five times because it just didn’t sound right to them. So, in the end, we managed, more or less, that everybody finished at the same time because some students wanted to take more or better pictures, make more videos, do the recording again. Some people spent a lot of time on just adding text; it was also a struggle sometimes so everybody had different needs, learning needs; for some speaking is problematic, for others it is the writing that doesn’t really work. They were also of different age, so some students were 8, other ones were 10 at the time, so for example in writing that really shows, I mean writing can really be a challenge for 8-year-olds.
This clip shows one finished iMovie that was done in class. The task was to make an iMovie about their school and show their favourite places that they consider interesting and important. Each group had to choose which places in their school they wanted to film and then talk about. Once all the video recordings and pictures were collected, the learners had to add an audio recording to accompany the visual data. Apart from that, it was their task to order the sequences and add text to their outcomes.
