I am elated to introduce the single best tablet ever designed for the classroom. Finally we have something that works the way a Classroom Tablet should… I give you the EDUTAB
Encased in carbon fiber
Godzilla Glass! Like Gorilla Glass but 10 x stronger
Field study ready
Each tablet networked the way you want
Microsoft & Novell Network Compatible
Multi User profile logins from 2 to ∞
H Drive accessible
Complete File Freedom
Up or download files
Share files from device to device
Move files from device to networked drive
Move files from device to cloud
Share files between applications
Wireless Printing anywhere anytime
Print to any shared printer over a Wi-Fi network
WiFi Syncing capable with network or desktop
Non Proprietary WiFi Projection
Tether your data enabled phone
Connect to other bluetooth enabled devices
Google Tools Friendly
Google Apps for Education
Full complement of productivity Apps
Need I say more
Fully Functioning Browser
Reduce the need for apps
Freedom to roam the web
Multi Media Capable
External keyboard capable
E Reader Ready
Multi format capable
Read access from Network Drive (required less storage space)
Dolby 5.1 output
Universal mic input (built in condenser)
Still & Video ready
8 Mega Pixel
Front and back
USB & Memory ports
Expandable SD memory slot
Easy connect micro USB
Compatible with all operating systems
Transfer files by drag and drop
Great for pushing out network images
10+ hour battery life
Institutional lease options
Bulk purchase discounts
Cool Eh! And then I woke up.
Device makers have yet to come to grips with what educators need out of a digital device.
I am quite certain that an educator, has never been involved in the design of any tablet on the market today. The utility of the tablet as a classroom device, continues to be more of a function of marketing than design.
The classroom is a flexible, ever-changing and frequently unpredictable place and as such, digital devices need to be able to keep up and roll with the needs of the student and teacher as they arise. The confines of a device’s limitations or lack there of, is the true measure of its value as a learning tool.
A multinational’s vision of what a classroom should look like, matters not. We need to remember, they are selling devices not education. What I have listed above is what I need as a teacher in a dynamic digitally driven classroom. I don’t care about proprietary posturing and protection of trade secrets. Give me something that does what I want it to do, when I want it done. No restrictions, no workarounds, just pure unadulterated classroom utility.
Reader Additions To The Ultimate Tablet
Multi User Profiles
User profiles that are not tied to network
Provide different access and rights to groups or individuals
Well I was thrown a curve ball this year. My iPad cohort has morphed into a hodgepodge of new and old technology. Unfortunately, we didn’t have the numbers to run a straight iPad cohort so I am getting kids carrying everything from the latest and greatest in Apple and PC products to pencil and paper.
Now being one to complain (a lot), I am tempted to go on for a couple thousand words lamenting about how hard done by I am but I know I would not garner much sympathy from many of my colleagues. So I won’t! Instead I will look at this mishmash, as a little slice of reality, a true reflection of what the average secondary class looks like and carry on.
This year I will be able to write about realty, rather than an iPadian utopia.
For example, tomorrow I am going to have the kids write a journal response to the statement Highschool Should End at Grade 10 and instead of taking work in via a common app or digital format, I will be taking work in on Paper – Evernote – Google docs – Keynote – Microsoft Word and a holy host of others, because that is the reality of the modern classroom.
What I have also come to realize or perhaps resign myself to, is that with BYOD, a Personal Digital Device is just that a Personal Device. It is unrealistic to expect that everyone will be carrying one on any give day, never mind everyone carrying the same device. What I have also come to believe is that for BYOD to work, it is up to the student to make it work. The teacher can set the expectations around use and digital formats in which work needs to be done and after that, it is up to the student.
If the teacher takes on the role of the “director of the device” the classroom simply becomes a Twenty First Century version of the teacher centered classroom. If the purpose of BYOD is to help students become more independent learners, then the device needs to fit the learner, even if that device is a pencil and a piece of paper.
It is a brave new adventure in iPads In The Cla… I mean, iPads, Laptops & Paper – n – Pencil In The Classroom. Let’er fly and see where we land.
Well, it looks like another school year is on a collision course with my summer vacation, so I guess I better start being useful again. Since my usefulness generally doesn’t go much beyond the 9.7 inch dimensions of an iPad screen, I figured I should pen a preseason post on using iPads in the Classroom.
As I type this post, truckloads of iPads are being delivered and prepared for use in classrooms all over the world. Educational institutions are jumping on board the runaway train called the Apple Express, even though we have yet to prove that the iPad is the best personal electronic device for the classroom.
Undeniably, these are exciting times for tech geeks like me but what about my colleagues who are not sold on iPad mania but feel they need to step into the fray?
The devices are sitting in the principal’s office primed and ready to use but there has yet to be any Pro D on how to use these $500 paperweights?
What do you need to know before you start dolling them out to the inquiring minds sitting before you?
What follows are a few things I think every iPad using teacher needs to know, before being absorbed into the continuum of the iPad.
Plan your iPad time – I know it sounds a bit redundant but iPads do not a lesson make. Sure there are days when you can say “Go Crazy!” and students can spend the class exploring everything the iPad has to offer (within appropriate use guidelines) but they are not a replacement for good lesson planning.
This is something we learned very quickly in our little iPad experiment last year, not that we depended on the iPad to do the teaching but it didn’t take long to see that the iPad was more of a hindrance then a help in certain situations.
Kids don’t listen very well with an iPad in hand.
Class discussions are difficult to get going with an iPad in hand.
Group work does not always go well when each kid has an iPad in hand.
Cover your FOIPA – Not to be rude or anything but the Freedom Of Information & Privacy Act (Canadian) is nothing to mess with and can get you into a heap of trouble if something should go sideways during your class time, so you have to cover your vulnerabilities.
What people seem to misunderstand about the iPad, is that it is not the device itself which makes it a powerful educational tool. What makes it powerful is the immediacy with which students have access to relevant, real time information from anywhere at anytime. What the iPad is allowing teachers to do is break the traditional mold of using tired old, sanitized, static sources of information to deliver our educational gospel. In a way, the iPad is the tool of the pedagogical heretic.
Certainly, you can’t go out and let the kids use the iPad all willy nilly and may even need to engineer its use at the primary and intermediate levels but by the time students hit high school, we need to be able to turn kids loose and expect that they have the knowledge and the maturity to use any electronic device for academic purposes both effectively and responsibly.
So… To cover your FOIPA, ensure that parents are aware and approve of their children interacting with the real world on the internet before you turn kids loose with their iPads. Also ensure that parents and kids understand that students are expected to use the iPad in an appropriate manner in the classroom. Last year I sent a hard copy explaining what their child will be doing along with the expectations and safe use guidelines but I will also send a digital copy this year to ensure parents get the document.
Create Routines – Elementary teachers are really good at this and I should know! With a wife who is an elementary school teacher, I sometimes feel I am in grade 3. Everything has its time and place and in an iPad classroom, regardless of grade, it is a really good idea. Managing the use of the iPad is hard work but if the work you do with the iPad has been routinized, things become a bit easier.
The most common way to go about routinizing iPad use, is to tie it to a regularly scheduled task you do as part of your daily classroom activity. There are dozens of different tasks you can use for this purpose. What follows are three quick and easy possibilities.
Journaling – First 10 minutes of class have kids jot down some thoughts or a response to a prompt.
Twitter Time – Use twitter feed to follow a current event and have kids participate with comments and opinion.
Collaborate – Use a community sticky board to collaborate and share ideas after direct instruction.
Have a class set of Apps – Last year in our iPad pilot, we quickly discovered that in a BYOD classroom, Apps can be a pain in the backside. For any giving task, there can be as many Apps as there are kids in the classroom. It can be a logistical nightmare when they don’t all work as expected and you spend your class time troubleshooting App issues. This situation should be averted at all costs.
In the BYOD classroom, I would suggest providing a list of approved apps for use in your classroom and stick to it for the year. If a kid says “But I like this one!” Hold the line… You will be happy you did. If the kid insists… Don’t be their class time trouble-shooter.
In a setting where the iPads are school based this is not so much of an issue because you control the Apps that get installed but regardless of how kids are getting access to the device, MAKE SURE YOU ARE ALL USING THE SAME APP!
Take a risk – Now when I say “take a risk” I don’t mean push the boundaries of what might be considered acceptable use in the classroom… What I mean is that the iPad is in its infancy and it is front line teachers like you who are leading the way in discovering how it can best be utilized in the classroom. Forget the self-proclaimed iPad Gurus out there and cook up some hair brained idea of your own to try out in your classroom. Who knows, at this stage of the game, you might become an almighty iPad Guru yourself.
Roll with it – Here is the thing with iPads in a classroom… Things can go to hell in a hand-basket in a heartbeat but in the same breath, the opposite is true too. Because the information used in an iPad classroom is often dynamic, you never really know what might come up. Twitter feeds are a great example of an information source can send your class in a direction you did not plan for and sometimes it is a FANTASTIC learning opportunity which you just roll with.
For an example, you decide you need to do some current events in your Social Studies 10 class and the topic de jour is Arab Spring. You spend your entire evening researching and planning the perfect class and the next morning you are ready to enlighten the unwashed masses. You throw up the topic on the projector and put your flawlessly planned lesson into action. Not 10 seconds later the kid in the back of the room, who has only spoken once all year-long yells, “HEY TEACH! THIS IS SOME CRAZY STUFF… YOU GOTTA SEE!”
Cautiously you take a look at what is on his iPad screen and he has a live twitter feed of what is happening in Egypt live and uncensored. Tweets from a revolution on the other side off the world! How can your perfect lesson plan compare? So you throw up the feed on your projector and you follow and discuss what you are seeing unfold in your classroom live.
Compatibility – Although the whole idea of an iPad is that it runs Apps which do everything you need or want to do, every once in a while you will head to the web. Like most poor teachers who can’t afford an iPad of their own, you will find the websites you need to visit on your computer at home and assume everything is just ducky.
Next day, you show up at school – grab the iPad cart – get everything set up – the kids roll in – you start your lesson – send the kids to the great websites you found for this lesson and then you find out the iPad only works with one of the three!
You curse under your breath and frantically change gears. The only thing you can think of before your first coffee takes effect, is to have the kids pull out paper and pencil crayons and kick it old school.
So there you have it… My two bits worth. If you are venturing toward an iPad classroom, I hope you find my advice useful. It is an adventure for us all and things are changing on a daily basis. I also fully expect to make dozens of new errors over the coming school year, so check back often as I may have more advice to offer you.
Well the year has come to a close and I guess it is time to start reflecting on how things went with our little iPads in the classroom pilot. If you have been reading my blog, you are well aware that things have not been perfect but I am comfortable in saying that more good came of it then bad. Both teachers and students managed to learn a few things from this experience and we will be able to move forward and improve on how we teach and learn using digital devices.
In addition to what was going on in my iPad classroom, I also was able to experiment at home with my child. Up until this year she hasn’t really had very much access to digital technology for work or play, at least on the home front. This gave me the opportunity to work with a kid who was pretty close to a base line of digital exposure and allowed me to really control how the iPad was used for an educational purpose.
The most important lessons I learned this year however, have nothing to do with the iPad. These lessons were beyond the utilitarian business of learning and teaching with a digital device. Sure I learned what apps work best or how best to demonstrate learning using the iPad but what this year REALLY solidified for me was that all digital all the time is not necessarily good, appropriate, best practice or even needed.
After this year, there is no longer any doubt in my mind that we need to teach our kids to be competent in the real world before immersing them in a digital one. Again this might seem like common sense BUT if you are a casual onlooker, you could not be blamed for thinking that all digital, all the time, is all good.
So without further adieu, here is a short but long-winded list of things I have come to believe after this years iPads in the Classroom project.
There is no replacement for good old-fashioned reading and writing skills. Although I am sure that I’m stating the obvious here, people seem to always forget or perhaps hope that technology can compensate for weaknesses in basic academic skills. Unfortunately, those who are hoping that the iPad can do that miraculous task, will be sorely disappointed. What digital technology seems to be able to do best, is amplify good academic skills. Kids who have strong foundational skills are able to use technology to leverage their abilities and push themselves even further ahead of their peers who have weak or average academic skills. I saw this both at home and in the classroom and I am certain this will probably continue to be the case for many generations to come.
Pen & Paper are still useful learning tools. I know this is akin to the point above but this is more about the process of creating digital content. During the school year, I quickly discovered that simply turning kids loose to work in a digital environment, is a hit and miss endeavor. This was especially true with my own 13-year-old daughter. It seemed that their ability to organize their thoughts and do a thorough job of the work at hand, suffered in a purely digital environment. Quality of work was instantly improved when I required my students and my daughter to begin their work with a pencil and paper first. I would seem that, brain storming and outlining on paper first, especially in group situations, was a far better way of organizing your work.
Now whether working in a purely digital environment is just a “new” skill that needs to be learned or whether pen & paper is simply superior for some tasks, I am not sure but time will certainly tell. For now, I will be requiring both my students and my own children to produce at least some of their work with pen and paper as part of a comprehensive learning process.
Self Regulation is this years pedagogical catch phrase. Everywhere you turn someone is using it. You see it in blog posts, hear it in staff meetings, on news reports… As much as I like the science behind it, the term has already become tiresome. If you run in education circles, it is one of those words you could use for a drinking game at one of those crazy off the hook teacher parties. Every time someone uses “self-regulation” in conversation, you take a shot of Petrone.
Although I jest, when it comes to digital devices, the ability to self regulate is absolutely imperative when it comes to classroom success. Students HAVE to be able too put down their device and direct their attention to something other than what is on their device screen. This could be during a group discussion, direct instruction, a presentation or just for a 10 second question and answer session.
Again it seems like common sense but as we all know, sense in not all that common. Everyone needs to learn to self regulate when it comes to their digital addictions. Of course there are examples of this everywhere. Texting while driving is a perfect example of a lack of self-regulation . We need to be able to detach from the device to attend to real world situations when the needed. While texting and driving distracts you from doing the important task of driving safely, digital distraction in the classroom causes the learner to miss the opportunity to participate in their learning environment.
This leads to my next point and what people really seem to struggle with.
A new culture of learning needs to evolve in our schools, which accounts for the presence of digital devices in the classroom. One where students, parents and teachers recognize and respect that there is a time and a place for the use of digital tools. As I started formulating this post, I found a great blog post by Lisa Velmer Nielsen who suggests that all schools need to establish a Social media or BYOD policy. Although I agree with what Nielson has to say, I would argue we need to get beyond the notion of “policy” and toward a universally accepted understanding around appropriate use of digital devices. It is most commonly referred to as being a good digital citizen but the question is how do we accomplish this? Currently the device seems to control the person rather than the person controlling the device and we need to flip this relationship between user and device.
It is easy to simply slide into creating a list of thou shall not’s but the goal here is not to create a book of punitive measures for those who break the rules. We need to figure out how to create a culture, where everyone knows when to be immersed in the real world and when it is ok to slip into the digital one.
Access to information does not an education make. Again this is not rocket science but a far to common rationalization for not bothering to “learn the material” or “understand a concept” is that the answer is immediately available on your digital device. If you can Search it… why remember or understand it?
Regardless of who is saying it… The simple message is that WE MUST NOT equate easy access to information, with learning or becoming educated.
Finally, I realize that this post isn’t what some people were hoping for and I apologize for not writing a Rah–Rah Sis–Boom–Ba feel good post about the iPad but everyone already knows that the iPad is cool and holds incredible potential as a learning tool. I feel what we need more than anything else is to hear the voice of the common old, run of the mill teacher, slogging it out in the trenches trying to make technology work in the classroom.
At some point, I will post something in the next couple of weeks about all the AMAZING and FANTASTIC things I did in the classroom with the iPad but for now, I leave you with these bigger observations, which are perhaps more important than the nuts and bolts of using iPads in the classroom.
Well I am back. I have finally summoned enough energy to drag myself off the couch and over to my laptop in an effort to put together a bit of reflection on how last term’s iPad documentary project went. Despite what the title of this post might suggest, everyone is still alive and all in all, the entire project was a complete and unmitigated, fair to middling success. For those of you who prefer ed-speak, I feel all curricular objectives were met but the process by which we came to meet these objectives, is in need of some pedagogical realignment.
For anyone who is just joining us, the iDoc project was a little experiment where I had the kids create a 10 – 15 minute documentary on a teen health issue, using their iPads. At the end of the term, what I received from the kids was 6 documentaries on four different topics.
Mental heath and the teen
Drug and Alcohol addiction
Since I let the kids choose their topic, I had some duplication but that was fine with me. What I was more concerned about was getting kids vested in a topic so they would have the interest to carry the project through to the end.
The way I set the project up was that all the documentaries were anchored by the research each group did prior to filming. This research was then supplemented with information I provided through direct instruction over the term and finally the students rounded out their information gathering by conducting interviews with students, teachers and “experts” on the topic they were documenting.
Because all the curricular content was still being covered during class time, the documentaries didn’t have to be the means by which the kids learned the content. This allowed the groups to concentrate on the production of the film rather than focusing on “learning” curriculum as they went along. This is not to say the kids were not learning anything but they were able to put their efforts into creating the documentary rather than learning the material.
Although I planned and delivered the curriculum over the course of the term as usual. When it came to producing the documentary, I purposely left the “how to” VERY unstructured. I provided the kids some basic criteria and showed a number of samples of what a documentary looks like but beyond that, it was left up to them. My reasoning for this was that I wanted a baseline. I wanted to see what the kids could create with only a topic, some research and a couple of iPads in hand.
The result was an interesting mix of inspired creativity and brilliance, connected by a fair bit of “WHAT THE ……. Was that?”
I laughed, I cried and frequently said to myself… “I gotta change that for next year!” but when all was said and done. the kids had learned something, I learned something and we all seemed to all have fun.
So what is next? Well from my pedagogical post-mortem, I now have a far better idea of how best to do this sort of thing in the future. I think most of the issues that could be encountered, were reveal and now the only place to go is onward and upward. For more info on how I will go about it… Read on!
The Unseemly Details
Although most of the items listed below were discussed in class, they were not part of any sort of criteria students HAD to meet. The result is that some or all of these issues appeared in each of the documentaries. For the most part they were small niggly little things but they quickly added up to spoil at least a portion of each of the documentaries.
When using an iPad to film
Always film in landscape
Make sure your hand isn’t covering the mic
Make sure there isn’t much background noise while filming
Make sure you are filming just the torso of the person being interviewed
Use text slides to transition into new points you are trying to get across to viewers.
Text slides need to be timed so people can actually read what they say.
Don’t put too much information on a text slide.
Maximum length of each video clip should be no more than 2 – 3 minutes
Break up your interview clips with a text slide or image supporting what you are discussing
Use of supplemental video
Supplemental video should not be the core of your documentary
Supplemental video clips should be 15 to 30 seconds maximum
GIVE CREDIT to the producers of your supplemental video.
Biggest blunder on my part
One thing I totally dropped the ball on with this project, is that I should of had the groups create a story board before they even started filming anything. Story boarding is a basic precept of film making and leaving it out of the process was a colossal blunder on my part. This would have made the production of the documentaries easier and the end product much more focused.
Solution to all our problems – But I can’t manipulate it to do what I want.
While we were working on this project the new iMovie app came out with their fantastic trailer templates which have story board built right into them. When I saw these, I immediately thought this is precisely what we needed for this project. It would be GREAT if I could create a template with which the kids could create their first documentary with. Built right into the template is the story board, transitions, timing … all the things that the kids struggled with in this project, could be easily managed with a template. IF apple ever makes this possible, mini documentaries will be flowing out my classroom door on a weekly basis.
In the end
I am really quite pleased with the results. Although things weren’t perfect and I wasn’t really breaking any “new ground”, as creating videos as a demonstration of learning is not new. What this little project served to do, is prove that using video has become as accessible as creating a power point or a poster board.
What once was a major undertaking has become a daily classroom tool. There are still skills that we need to develop to use it effectively but it is now possible to make video a staple in the classroom.
It is undeniable that the iPad is a pretty nifty gadget and it will evolve as a teaching and learning tool as time goes by but we must keep reminding ourselves of this single truth. The iPad in and of itself does not necessarily make the process of learning any easier for student or teacher, it just makes it different. Once again, this project has proven to me that there is more to skool then a cool tool.
Happy New Year my friends ( I am going by the lunar calendar ) It has been a while but I really haven’t had much to write about, or at least there hasn’t been anything über exciting to share. Winter blah’s seem to have set in and it seems like me and the iPad cohort are just simmering like a pork roast in a slow cooker.
Actually we have been doing stuff but I think there just isn’t as much NEW stuff to share. What we did launch in the new year is the iDoc project I was talking about before Christmas and the kids have been working diligently on their documentaries.
The assignment was to take a teen health issue and create a 15 minute documentary on the topic. See Assignment Here Rubric is Here
I really didn’t want to restrict what it was they did but I had to give some guidance in how they should set up the iDoc so the assignment reads a bit like a step by step but I hope it is open enough for some liberal interpretation. Sometimes we give kids too much guidance and provide too much hand holding, so I tried to leave things up to some application of creative licence.
The single most important element of this iDoc is the 10 questions which the kids are researching and asking others for the video clips. These will be what guide the production and ultimately achieve the “Purpose” of the video. That being, sharing relevant information which teens should be aware of.
During this process, I am learning some things myself.
You must resist the urge to organize, control and supervise the kids every move
You cannot be a slave to the curriculum
Time is your friend
Patience is a must
In other words you have to roll with it. This is not the world of the standardized learning outcome. It is a learning environment of unpredictable learning outcomes and challenges but it is real learning, not that prescribed stuff that the ministry doles out in those must cover packages called IRP’s
Now for those of you who are reading this and saying BUT YOU HAVE TO FOLLOW THE CURRICULUM!!!!! Don’t worry, I am giving the kids a dose of boredom every 3 days, just so they will be all lerned up reel good, by the end of the year. Lord knows, I don’t want to deprive the kids or some quality ministry approved learning about STI’s and Drug addiction.
Finally, what has become so incredibly clear in doing this iDoc project, is that with the freedom that tools like the iPad provide us, comes a greater responsibility for learning. What might be surprising to some is that this shift in responsibility will not be onto the backs of teachers. As teachers let go of their role as “theone who knows” and embrace a role as “the one who shows”, students will need to take on more responsibility for finding the information they need. The days of passively sitting in the classroom looking to teacher for the answers are dying a rapid death and as such, so will the traditional responsibilities for learning.
I am loving my new role as director, as the kids come to me and ask, what do you think? or what should we do with this? I just hope this is the way we are going and it isn’t an anomaly in our daily academic routine.
A student asked me last week if I was going to “do the iPad thing next year” and strangely I said yes without hesitation. You would think after all the frustrations I have had and all the bellyaching I have done over this little digital device, I would have at least gave him a five second “ummmmmm” before I answered.
When I think about it though, it is a no brainer. I have been given the opportunity by the powers that be, to break new ground in the brave new world of education. Plus, I love technology! God forbid a solar flare should knock out all electronics on earth, I would be doomed both in and out of the classroom. Whether this kind of digital dependence is a good thing for me or my students is another story but I digress…
As much as I would love to say that the iPad experience has been GREAT! So far it has been a mixed bag and to be brutally honest, I would have to say that everything that didn’t work, was all the kid’s fault!
Kidding! The collective gasp of horror by my superiors reading that, is almost audible. I am going to pay for that one tomorrow 😉
We did do a number of good things this term and I will share at some point, I promise but it seems that people want to know about our difficulties so they can steer clear of them or fix them. The positives are there and we are building on them, we just need to clear the playing field of the pedagogical land mines first so more people can come and play.
With all that said, in keeping with the pointing out the negatives theme, here are my 3 biggest issues up until Christmas Break.
Me – I have to take some heat for this but then again, I am not sure that blame need be assigned but teaching strategies might need to be retooled.
As with any course, there is curriculum you need to plough through and every kid needs to have equal and measured access to it. This term the content I was doling out simply did not lend itself too much creativity, collaboration or individualized learning. The only difference between the iPad version of the course and my regular class is the way the information is dispensed, processed and ultimately presented.
This wasn’t necessarily a bad thing and we actually learned something from it:
Traditional curriculum is no more engaging coming off an iPad, then is out of a book, handout or other traditional delivery method.
When you have to plough through material which does not lend itself to individuality, the iPad is not necessarily the way to go.
For cranking out work, a laptop is a far superior tool.
Now with all this said, after Christmas break, things are going to change as the curriculum lends itself to some very cool possibilities from this point on. I am looking forward to turning the kids loose on a project where they will be creating 15 minute documentaries on health and or social issues relating to teens, using only the iPad. There are just so many fantastic things that could come of this and I am really quite excited about it. Alternatively, it could be a complete unmitigated disaster but I am shooting for the fantastic option so stay tuned.
The iPad – Regardless of what Apple would have you believe, the iPad is not the end all and be all of learning tools.
It is my opinion that before the iPad can be considered education’s panacea, Apple needs to step up and address some of the functionality issues that I have discussed in previous posts. Whether they do or not, is anyone’s guess but as long as they continue to take the position of “the iPad way or the highway” then there will continue to be problems around functionality in the classroom.
At this very moment, (as I type the blog post on my PC) if I had to buy an Apple product for my child, I would choose the Macbook air. If I had to buy a tablet, I think it would be an Android device rather than an iPad. The reason being is that the file systems of both the Macbook and an Android tablet are not locked up like the iPad, giving you far greater freedom in how you use the device.
At the moment the iPad’s primary purpose is for dispensing media and it will remain as such until they give users access to the file system
The kids – Yes the kids have to take some of the heat too but I will be kind.
The intent of this little pilot was to see if the iPad would be a tool that engaged kids, made assignment completion easier and ultimately improved learning. What we were hoping for (but all knew better) was that the iPad alone would somehow be so engaging that no matter what we did, learning would take place. Now a little of that has been happening but not enough of it for us to jump up and yell “IT WORKED!”.
What we have discovered is that the ability of a student to self regulate, is imperative in order for the iPad to be a useful learning tool in a classroom. Kids need to be able to put the device down when the learning situation calls for their attention elsewhere. Kids need to be able to stay on task and not compulsively default to game play or other non productive activities when the teacher is not watching.
Certainly, the teacher needs to create a classroom environment where these things are expected but ultimately, the kids who can self regulate will thrive in an iPad classroom and those who cannot, will have greater difficulty succeeding without constant teacher intervention.
I am sure most of this will all be ironed out as we move along. In time we will develop best practice around using these tools K to 12 but it wont happen over night. When you think about it, we are creating a new academic culture that will define the classroom etiquette by which kids conduct themselves in Twenty First Century learning environment. There is still some heavy lifting to do but we will get there.
So, as I settle in for a long winters nap and visions of sugar plumbs dance in my head. I think all of us who are involved in the iPad cohort can settle in for a great Christmas break knowing that we did good. Sure there is a TON of work ahead but it will be fun. I liken it to getting first tracks on the ski hill. You look down the slope and it is all yours to do with what you will and you just know it will be a great run.
When we started the iPad cohort in my High School, we were not sure how things would work out. We knew we had a group of kids who were keen on stepping away from a more “traditional” classroom but outside of that we were treading into unknown territory. I had been teaching most of my classes in a computer lab for years so I was ready to roll from the digital end of things but this was a wee bit different. 30 kids with their own personal digital devices with no controls over access or APPS, it was promising to be an adventure. With that as our launching pad, we were set loose to try to make the iPad work as a teaching and learning tool.
We have also been charged with by the powers that be to determine:
Is the iPad a good learning tool?
Is the iPad more engaging than paper and pencil?
What new and innovative ways of teaching and learning can we come up with using the iPad?
Should we move ahead with expanding the use of tablets in the classroom?
What are the short comings of using iPads as a learning and teaching tool?
What we are discovering is that the iPad is more about the user then the device itself but not in the way you might think. As with anything, some kids are better than others at using the iPad but in our little cohort, the effectiveness of the iPad, seems to be less about ability and more about simply being able to assert some level of self-control.
Now I use the term “self-control” only because I was fortunate enough to see Dr. Stuart Shanker this September, when he presented a Keynote address during our School District’s opening day. He spoke about his work around academic success as it relates to self regulation and ultimately self-control. It was one of those AaaHa! presentations where everything you already know suddenly becomes more significant. Little did I know, what Dr. Shanker was talking about was going to rear its head in my iPad class.
As I said in an earlier post, I teach a course that does not have a standardized test at the end, so I have the luxury of being able to play a bit with the curriculum and how it is delivered. With this in mind, about 3 weeks ago, I decided to just let things be and not worry about who was doing what on the iPad. I wanted to see who could put aside their digital distractions and actually participate in the class without my direction to do so.
I prefaced almost every class with, “You are all big boys and girls now so you should be able to put aside the iPads and listen without me forcing you to do so”. In the beginning, virtually all the kids had the devices open and were mucking about on them as I tried to enlighten them with my wisdom. Eventually, one by one, most of the kids put away the device to listen or participate. Some do it immediately while others take as long as twenty minutes to engage but most kids eventually disconnect from the device. What remains is a small but significant group of kids who just can’t put the device down.
When I think back to that opening day address by Dr. Shanker, I think that I have been experiencing a perfect example of Dr.Shanker’s marshmallow experiment playing out in my classroom. For some of these kids, the iPad is a digital marshmallow they just can’t resist. They cannot assert enough self-control to disconnect without physical intervention by me. As much as I would love to be able to simply turn the kids loose and trust that they can use the iPad for their own best interests, at this point, it just isn’t going to happen.
When we started this little project, I had visions of hard-wired computers labs quickly becoming extinct but I now see that there is still a need for having control over a set of networked devices. As archaic as it may sound, there are times when a teacher needs 5, 10 perhaps even 40 minutes of undivided attention from the students, especially those kids who cannot resist the warm glow of a digital device. Until our use of digital devices becomes evolved enough, where we all know when to come off the grid and direct message with a human being, having the ability to disconnect 30 kids with the flick of a switch will continue to be useful.
This isn’t simply an issue of old school control in the classroom. Good teaching is about creating meaningful connections between the kids and the curriculum not just dispensing information. This is why a digital device could never replace a good teacher. As great as technology is, the information it dispenses is meaningless if you cannot create a human connection to it and that is the role of the teacher. The iPad is a powerful learning tool if used appropriately but it can also be a powerful distraction from meaningful human interaction in the classroom.
As Dr. Shanker pointed out in his keynote address, it is human interaction that leads to self-regulation and ultimately self-control. Although his research shows that this interaction is most critical in infancy, I don’t think we can afford to dismiss its importance in the K to 12 classroom. As we move toward more digitally oriented classrooms, we need to ensure that kids resist the lure of the device when required and interact with a real humanbeing on occasion.
It has been a few weeks since I last did an update about the state of the iPad experiment so I figured I had better peel something off before I lost readership. Not that 3 or 4 followers are what I could call much of a “readership” but I mustn’t dissapoint.
You might have noticed that I have been a tad preoccupied lately, with figuring out my little screen casting project but unfortunately is has come to a grinding halt so I decided to take a break and work on something else for a bit. As a result I am back to trying to figure out the best way to move documents from the iPad to a place where they can be stored and evaluated.
Now at this point I need to explain that I am one of those teachers who doesn’t usually play nice with the powers that be. In particular I am a bit of a pain in the butt with regard to the technology they would like us to use. About 4 or 5 years ago, we migrated from Novell to SharePoint in order to create a learning platform which teachers and students could use for the business of learning. I, being the techno snob that I am, decided that SharePoint was trash and launched my own learning platform using Moodle. I ran the Moodle site quite happily for 3 years but abandoned it this year because of the cost. Still being a non conformist, I continued to resist assimilation into the SharePoint continuum and opened up shop using Edmodo.
It is with Edmodo that the meat of this blog post begins. For those who haven’t read my previous posts, Edmodo is a skookum little content management system for education. What is even more amazing is that it is FREE but there is one small problem as it pertains to the iPad. Actually it isn’t a problem with Edmodo, it is a defect in the genius that is Apple. Since users cannot get access to the file system on the iPad, they can’t upload assignments. If a student who uses an iPad wants to upload a file to Edmodo. They have to sync the ipad to their computer; do the convoluted file transfer process through iTunes; open up a computer version of Edmodo; find the file they transferred and upload it to Edmodo. What should take all of 10 seconds directly from the iPad turns into a royal pain in the backside. As much as I like Edmodo, if I am going to do the iPad class again next year, we won’t be using Edmodo.
Out of desperation (insert long sigh of defeat here) I began looking at SharePoint again and to my jaw slacking surprise, it seems that SharePoint 2010 might actually be a useful product. Coincidentally, our district is migrating over to SharePoint 2010 this very school year and what is more! There is an APP for that. When I discovered this little interdigital relationship, I thought to myself… Self, could it be there is a light at the end of the fiber optic cable? Could it be possible that in this twisted cross platform relationship, that Apple would let Microsoft get into its file system? Well I would like to report that it appears that it is possible using one of two Apps on the market, SharePlus or Filamente.
SharePoint 2010, is a cloud computing platform, which allows users to interact with documents and resources wherever and whenever they want, At school, at home or at Starbucks. If a kid wants to work on an assignment at home but doesn’t have an internet connection for whatever reason, all they do is pull down the assignment from the server before they leave school; do the homework at home and as soon as they walk in the door the next day, the iPad syncs with the SharePoint network and the assignment is automatically handed in.
If set up correctly, this could be absolute magic! Imagine if all the work a kid does on a SharePoint distributed assignment, is uploaded automatically to the server. No more conveniently lost files or the ever classic “I have it on my computer at home”. As a teacher you could evaluate work at any time. The end of the day, week or just on the due date, it is all there all the time.
As much as I hate to say it, SharePoint might just be something I can use, or worse, endorse. Yikes! This is not good. My carefully groomed reputation as being a fecal agitator might just be in danger. Resistance might very well be futile.
Ok so here it is. Not so long ago, I promised that I would have an affordable screen cast solution for those who are using iPads in the classroom. Today I am conceeding partial defeat. I am close, very close but not close enough and I need to enlist the help of some smart people.
Here is what I have come up with so far. It may look like a convoluted mess but it makes sense to an abstract thinker like me. From top to bottom is the order in which I have connected everything. At the very bottom of the post is an image to illustrate the whole thing.
Everything works as it should through to the projection unit. The ipad is mirrored and ready to roll but when I fire up the capture software on my laptop the signal is messed.
I am hoping that someone can figure out if the signal can be cleaned up somehow or tell me if what I am trying to do is just not possible. Once again the signal is clean and flawless through all the conversion units and cabling, it is just messed up when it hits my laptop and I try to do a capture using the proprietary Roxio capture software. This suggests to me that it is either one of or all of the following.
Settings issue with my laptop
Video card issue
I believe that the concept I am playing with is valid. There is a product out there called the Epiphan VGA2USB LR frame grabber that does exactly what I am trying to do, just a little more streamlined. Unfortunately it comes in at $799 USD’s, great for institutions but not so great for individual teachers. My idea will come in at about $150 USD’s. All we have to do now, is figure out how to get a clean signal to the laptop so we can capture the mirrored iPad.
I am opening the floor to anyone who can figure the rest out and perhaps as a community we can make this work and benefit from it.