observation sheet that she liked how the AT sat the students down and were given a ‘’clear routine” of the lesson (Appendix 6). The AT insured that the lesson was carefully planned and that a competent knowledge was showcased when it came to integrating the iPad to avoid issues such as ‘lack of time’ highlighted previously by Pyle and Esslinger (2013). As this limited knowledge and experience of ICT in education can be seen as a barrier to learning for students (Honan, 2008; Kiridis et al, 2006). Which in turn will affect students’ progress. The idea of giving a ‘clear routine’ was to ensure the students knew behaviour expectations for the AT to keep control of the class as the iPad could disrupt learning (Henderson and Yeow, 2012) hindering progress.

During the lesson, students were asked to create a gymnastic sequence while linking in other parts of the curriculum. They looked at three keywords taken from the SOW on the board of Tension, extension and precision (Appendix 2) and had to craft a sequence. At this point, it was clear to see that the students were excited about using the iPad as the observing teacher mentioned in a professional discussion that students were ‘’Optimistic and engaged compared to previous lessons”. The students were engaged straight away, with the theme occurring throughout the lesson. Students knew they would be recording their performances and assessing themselves based on the keywords, focusing them on what constitutes success and supports them in assessing their own learning and progress (Bartlett, 2015) which meant the students were excited about the new learning environment and being involved in their Assessment for Learning.