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
Wow! Another year has come and gone and I am still employed. Not that I shouldn’t be, just that this blogging thing puts you under a bit of a microscope. One wrong word and BAM! You are collecting unemployment and rummaging through people’s road side recycling, while the kids are at school and the wife is at work.
This year has certainly been eventful and rewarding but I am definitely not on the same track I was last year at this time. Last year’s Christmas reflection was all about the student, the device and the classroom. This year, my iPad cohort went to hell in a handbasket and thus my attentions are not quite so focused on iPads In The Classroom so much as they are Technology and the Classroom Teacher.
As a result of this shift in focus, this years reflection has a more teacher centered slant… and defies the laws of physics apparently. 😛 So here goes this years moments that make you say “hmmmmmmmmm?”
This was the Acronym of the year and perhaps the single most important part of my professional development over the past year. The Personal Learning Network has gone digital and in doing so, has revolutionized how we communicate as professionals.
I have gone with a three-legged stool approach and have built my PLN on the following.
My Twitter Account
An information source (Zite)
These three items have come together and have profoundly changed the way I do my job but more importantly, how I see my self as a teacher. The Digital PLN is a POWERFUL tool and I highly recommend it to any and all teachers.
It has become crystal clear, that if we expect teachers to make digital technology a more significant part of their teaching practice, they need more Professional Development. When I say “More ProD…” I don’t mean a series of rinky dink hour-long workshops on “using twitter in the classroom” or “The latest apps for teaching…” I mean purposeful hands-on experience with technology both in and out of the classroom.
In order to get an idea of just how much time the “experts” with educational technology have put in, I will use myself as a “Average Joe Blow Educational Tech Geek” example.
The very first day of my practicum in 1993, I was introduced to a program that made word searches and crosswords that you could print out for use in the classroom. Since that day, I have logged innumerable hours using technology to make my life in the classroom easier and hopefully my teaching practise better.
To get an idea of just how much time I have spent, assume that since that day in 1993, I averaged a single hour a day using technology for the purpose of improving my teaching practice. Multiply an hour a day by approximately 180 school days for 19 years and you get 3429 hrs of hands on time with educational technology. I am quite certain however, that number should be doubled if not quadrupled. In the past 12 years, I have easily met and far surpassed Malcome Gladwells magic 10,000 hour mark to becoming an “expert” in anything.
What is most important to keep in mind here, is that these 10,000+ hrs have been purposeful. It wasn’t just time sending emails, surfing the net, watching silly kitty videos or squandering time on some social network. What is also important to note here is that, until this year, the hardware used and the time spent has been almost entirely on my nickel. This time has been a HUGE investment for me and I did it because I love the stuff but other people have other areas of pedagogical interest; therefore, we can’t expect that everyone is willing to put in the hours on their own dime, like I have.
Finally, if we look at proficiency with Ed Tech from a “purposeful time spent” perspective, it goes a long way in explaining why “digital literacy” is not all that common in the classroom. It also helps to dispel the digital native myth and explain why new teachers are not coming hard out of the gates, with the digital skills necessary for the 21 Century Classroom.
Technology in the classroom will always remain on the fringes if teachers are not provided the opportunity to play, practice and implement the technology they are being asked to use.
All in or All out
There are two sides in this Educational Technology debate and I have tried to situate myself squarely in the middle of them, not because I am afraid to take sides but because I firmly believe both sides have value and can coexist.
There are those however, who are hunkered down in their respective battlements and are preparing for the looming battle that lies ahead but like any war, little good will come of it.
This past week our director of Educational Technology in West Vancouver said to me, something along the lines of… “With my own kids, I just wish “we” (as in education system) would just decide to which world we are going to educate in” He then suggest that I read a book by Steve Johnson – “Future Perfect”. I have yet to crack the binding but my understanding is that the premise is that technology is changing the way we think and that going digital is just part of our evolution.
Although I can appreciate the premise, I cannot buy into it. As a classroom teacher and a parent, I watch the kids who straddle the two worlds (hardcopy and digital) and they are excelling. The ones who are all digital and in the rare case, all hardcopy, seem to me to be struggling.
At this point in the game, I don’t think all in or all out is wise. Kids need to be able to think and function in both, in order to be successful.
BYOD or Single OS
At the beginning of this year, I was much more Pro BYOD then I am now but I will go out on a limb and say it here and now. For instructional purposes, having a set of single platform devices in the classroom is far superior to having a rag-tag, hodgepodge, mix-in-match, dogs breakfast set of devices in the classroom.
I know that there are a number of people out there saying how wonderful BYOD is BUT! It is not a plug and play scenario. A single OS classroom makes things simple because it is easy to have everyone seeing and doing the same things on the same application at the same time. Yes we need to personalize education but there are times when uniformity kicks the stuffing out of diversity and instructional time is just one of those times.
Situations where BYOD works
Classes with highly digitally literate students.
When the applications you use are available across all platforms.
When you just feel like pulling your hair out in frustration.
For the past 2+ years, the iPad has been seen as the only single OS option worth considering because of its portability, functionality and moderate price but now with the new $250 Chromebook on the market, that should change. I am really quite excited about the Chromebook and think it will go a long way in making the single OS classroom, an easier task.
This is a biggie. Access to digital tools and digital networks is simply a must have, in order for Educational Technology to be effective.
Get the a device in the hands of the learner piece, is a no brainer. No device, then no digital assisted learning. Although 1:1 seems to be the “ideal” scenario, lately I have been hearing noise that 2:1 is actually better. It creates a situation where kids have to work together because they actually have to talk to each other, share the device, their ideas and even plan how they can best accomplish the task at hand. In a 1:1 situation, you have kids so immersed in their device, nary a word is spoken.
The second piece is Access to a network that will give you access to the Web, without which, much is for not.
Late last summer, I was doing an iPad workshop at a school that didn’t have any wifi and from what the staff said, there didn’t seem to be any plans to have it installed. It was certainly a challenge, running a show and do workshop with no wifi but it wasn’t near as difficult as it was going to be for them, trying to implement iPads in the classroom with no wifi.
Wifi access is even an issue in a wired school district like West Vancouver. We have become victims of our own digital success. We are stretching our wifi capacity to its limits and using your digital device is frequently more of an exercise in frustration, then it is a learning experience. I have even had to used my phone as a wifi hot spot, just to get through a lesson. Not only is this an annoyance, it is costing me $$$ in data use.
The thing that makes the digital device so powerful as a learning too, is its ability to access and share information. Without network access, both you and your students are handcuffed.
Some Quick Thoughts
I will wrap up with a couple one liners I heard over the year that resonated with me and are worth sharing, as I think they are very important as we move ahead in the world of Technology in Education. All but one I agree with.
“Failure is inevitable but from this failure will come innovative teaching practice” – Tony Wagner
“Teachers who are using technology effectively in their classrooms, need to share” – ???
“I take offence to the notion that I cannot do my job without a digital crutch” – Spencer Capier
“I’ve yet to have student tell me they can’t use technology in class because they haven’t received any PD on it.” – Sean Junkins
“The B.E.S.T. conversations I have had with the people who know THE MOST about TECH has never been about TECH.” – Jen Wagner
“A notion of public education that’s anchored in technocratic values functionally inhibits the realization of democratic values.” – Toby Steeves
And so wraps up another year of iPads In The Classroom.
Stay Tuned for an exciting project my good friend and colleague @Scapier are working. We will release it in the new yearand hope to turn the teaching world on its ear!
I tried something a little different this week, just to change things up and get away from all that silly prescribed curriculum nonsense. Just for fun and a little curiosity, I resurrected a problem solving activity I learned back when I was a kid and introduced it to the modern digital classroom. The good old, “balance 12 nails on the head of one” activity.
What inspired me to bring out the old hammer and nails, was that I recently became the last person on earth to read “The Outliers” by Malcolm Gladwell. In the Outliers, Gladwell makes reference to a math experiment that Berkley math professor, Alan Schoenfeld, does. It is pretty simple, nothing fancy. Schoenfeld gives the subject a math problem to figure out and then times how long it takes for them to find the solution or give up. In the book, Gladwell uses the example of a nurse named “Rene” who takes 22 minutes to figure out Schoenfeld’s math problem, then Gladwell goes on to explain in great detail why this is significant.
The long and the short of Gladwell’s well taken point, is this… (I paraphrase and take some poetic liberties here) In math, we tend to condition kids to try and figure things out quickly. We view those kids who can come up with the answer quickly, as the ones who are good at math. The ones who are left plodding along and take longer to figure out the problems, are the dullards and relegated to the numeracy dung heap. (1 guess which group I was a part of) In other words, our system rewards speed at the expense of thoughtful processing of the problem at hand.
This got me thinking about how the digital device might be furthering this fast is right conditioning we instill in our children. Just Googling it (as handy as it may be) might be compounding the problem of not taking the time to think things through. Why bother trying to figure out anything if you can just find the answer using your handy-dandy digital device?
But back to the nails… What I wanted to see was just how long it would take for kids to get frustrated with the task and either reach for their digital device for the answer, or give up.
The task is simple. Balance 12 nails on the head of a single nail, I had hammered into a block of wood.
I distributed 9 sets of nails to the class, so the kids would have to work in small groups. The idea being, that the problem solving process would be a collaborative.
I told the kids NO DIGITAL DEVICES to look for the answer on.
The first class I just let work straight on through, the second class, I promised a hint at the 20 minute mark.
Within 5 minutes some groups were looking for their device, which I quickly quashed.
At the 10 minute mark about 1/4 of the groups had given up but started back up again, at about 20 minutes whether I gave a hint or not.
In my first class, one student figured it out at the 45 minute mark and in the second class a pair of students figured it out at the 40 minute mark (with a hint).
The sad thing is, this was probably the best class I had all year. Fortunately I can put a curricularly relevant spin on the whole thing, so when the kids go home and say “Mr. Rispin is the best because we played with nails all class!” I will be able to justify it.
What this whole exercise has proven to me is that, we need to give kids the opportunity and the time to work on problems, whether they be academic or just silly nail hanging like activities, sans digital device. We spend so much time trying to cram curriculum down kids throats, that we forsake the value of thoughtfulness.
What is even more interesting, is that I was asked five times in less than 36 hours after that activity, if we could do that sort of thing again! So I think I am going to make it a Bi Weekly activity. Problem is coming up with the challenges.
Well it is over. Months of prep and anticipation leading up to the Ed Tech Teacher – iPad Summit USA2012, has come to pass. By all accounts it was a roaring success and in spite of what the title might suggest, it wasn’t an unrestrained orgy of apple awesomeness. Sure I have never seen so many apple products in one place at one time in my life and PC users hid in the shadows so’s to not attract attention to their digital deviance but the discussions were rarely about the hardware.
Although it was impossible to for me to attend all the sessions, there were some common themes that seemed to thread their way through most of the presentations. It was as though all the experience gained from two years of iPad use, had come to a confluence at this conference. Everyone seemed to have come to the conference with the same conclusions about the state of education and the role of technology… thus far. Some of it good, some of it bad and some of it, people didn’t really know what to make of it.
So here is what I am calling my Stuck in an airport, missed my connection, sleeping in Dallas, conference take aways. None of which I am endorsing or panning, it is purely my read on the conference.
Best practice has yet to be established. No we have not gotten it right yet and it is going to take time and mistakes will be made. “Failure is inevitable” had become the unofficial slogan of the conference. The Conference Keynote speaker, Tony Wagner, uttered these words right out of the gate and it seemed to catch on. We are only just beginning to create this new paradigm for learning and so we need to expect mistakes to occur but perhaps more importantly, attendees came away with the understanding that we need teachers who are willing to make those mistakes, if we are going to get anywhere.
How can I teach differently using technology was the single most significant question being asked. Without exception, everyone came to conclusion that in order for technology to truly reshape the learning environment, our teaching practice had to change. Without a change in teaching practice, technology will continue to be ineffective and relegated to a position of novelty item. Now the trick is to figure out what different looks like and the people at this conference are up to the challenge.
Being a slave to test hampers innovative teaching, including innovative use of technology. I tweeted this out during a session and it seemed to resonate. This is where I am glad to be a Canadian teacher. From my point of view, standardized testing has handcuffed many of my colleagues south of the border. Much of teaching revolves around making sure their kids will “pass the test” first and foremost and if they have time they can try some innovative teaching using technology. I am not sure how a teacher can be expected to “teach differently” – “make mistakes” and “be innovative” if their students have to demonstrate their learning using a century old method. What is more, a teacher’s performance is measured with the results of these outdated tests. It makes no sense AT ALL.
We have to let go of the traditional view of teacher. This discussion had a bit of an elephant in the room feel to it. How do you tell a teacher they have to change their practice or make a teacher change their practice? On more than one occasion I had heard the chilling “time to cut loose those who can’t or are unwilling to change”. In one session I suggested that it might not just be an “old teacher problem” as many young teachers have the same struggle with letting go of the “look at me model”. By the end of one session in particular, the issue wasn’t seen as just a teacher problem but instead a systemic problem. At one end we have people saying we need to get back to basics and the other we have people saying we have to change everything. All the while, teachers are evaluated and judged by old school criteria, just as their students are. Want teachers to change their practice. Change their job description.
The age of the “Free Agent Learner” is upon us. I love this label. I have been trying to come up with an explanation for those kids who take control of their learning and these three words encapsulate it perfectly. Keeping in mind that access to information does not an education make, those people who are able to “educate” themselves using the information at their disposal are truly Free Agent Learners. With the advent of MOOCS, iTunes university and masses of FREE courses being offered via the internet, we are going to soon be faced with the problem of how do we accredit this type of learning.
We have to give teachers the support needed to become comfortable with using technology in the classroom. Although there was a lot of talk about “not fearing technology” one tweet in particular by @sjunkins “I’ve yet to have student tell me they can’t use technology in class because they haven’t received any PD on it…” sort of rubbed me the wrong way a bit. The general consensus was that you can’t just hand out a bunch of devices to students and teachers and expect magic. “Give teachers time!” seemed to be the view of most but not time to adapt, if we did that it would take decades. If you want teachers to adopt technology into their practice, you need to Give teachers time to learn, to prep and to experiment. Someone even suggested adopting Google’s Twenty Percent Time so that teachers would have time to change their teaching practice. I liked that idea very much!
Teachers who are using tech need to share! the phrase “pockets of innovation” was used repeatedly at this conference. Although there were some people who were coming from schools that had made some significant changes across the board using technology, most people were in situations where tech use is isolated. Teachers need to share their experience and expertise with others. Simple as that.
PLN’s are a must for tech using teachers. I have spoken about this very thing more than once in this very blog. It would seem that the Personal Learning Network is a MUST for today’s tech using teacher. There is just so much going on and so much to learn that the traditional face to face learning network of days gone by just isn’t going to cut it. Whether you start by trolling on twitter, taking an iTunes U course, using a Zite for news and views… it doesn’t really matter. Educators who are looking to change their practice, need to actively seek information about the new world of education, if they hope to keep up.
Some other minor themes came up as well but I won’t flesh them out.
Tech HAS to be school supported. You can’t expect teachers to fund it.
Admin has to be as innovative as teachers.
Politicos have to stop making bad education decisions.
Innovation is incompatible with back to basics.
Kids can write, they just don’t write with a voice anymore.
I am sure I missed some things here and I would hope other attendees who happened to read this will pipe in as it was a lot to take in. In addition to the above, I would like to add what I found was missing from most of these discussions. I know this is my own personal opinion but I am sure others would share it.
With all this said however, there seemed to be one thing missing. One little but significant piece of the puzzle, without which all is for not. There was surprisingly little if any discussion on the role of student in this little learning revolution. We talked about how teachers have to change, education systems have to change, teaching practice has to change, the physical aspects of school have to change but NOTHING about how the student will have to change. Sure we talked about what kids should be able to do when they walk out the door but we did not discuss how the learner has to change their practice but there is no need to worry…
I think I stumbled upon a little hint as to how learners will have to change as we move ahead. It lies in the single most important thing I took away from this conference. People need to become “free agent learners” It does not matter if you are student or teacher. Those who will excel in the Twenty First Century Learning environment, will take on the responsibility for their own learning. The days of being a passive recipient of the information that comes your way is over. Those who don’t, will be left in the dust.
Thanks to the team at www.edtechteacher.org for inviting me to an outstanding conference.
I have been struggling to come up with a topic lately, especially since I no longer have my muse. The collapse of the iPad cohort in exchange for a BYOD (sometimes) classroom has made for interesting times. If the truth be known, I actually have even more to write about then I did last year but none of it is earth shattering or ground breaking enough to spend much time on. I have just been keeping my ear to the rail waiting for the next freight train of a topic to come down the line and so I present to you the BYOD Vs iPad Classroom
Those who know me, know that I am not really married to one platform or the other. Yes I have an iPhone an iPad and a Mac Book but the last two are the property of the school district. My own personal computer is a PC and even though I have an iPhone, I am actually partial to Android devices. My apparent “love” for apple products is actually more a requirement of my job than anything else, so I hope to give equal treatment to both sides.
In two short years, the iPad has undoubtedly changed the landscape of education. The device has proven to be a powerful digital tool in the hands of skilled users but its “must have” status seems to be more about marketing then it is about any proven utility. Sure there are cool things going on in the classrooms of the world using iPads but there are other powerful devices out there doing cool things too. The reality is that the iPad is not the only game in town and BYOD recognizes that.
I for one applaud digital diversity because one device does not fit the needs of all. Yes the iPad is marvellous but so are half-dozen other devices out there made by Samsung, Asus, Motorola, Sony, Acer and this doesn’t even include the recent addition of ultra books to the market place but this discussion isn’t about simple device comparisons. This post is about looking at the realities of digitizing the classroom with school owned devices versus student owned devices.
In this blog post, when I refer to the iPad classroom, I am referring a model where a school owns one or more sets of iPads, to be shared within the school. when i say BYOD, I am referring to a model where kids bring their own technology to class and the device can be any type, make or platform. What we are looking at are the realities of each implementation model and where they are best suited.
Cost of technology has always been an issue with school districts. Hardware costs and tech support are a significant chunk of the budget. Although hardware costs have come down over the years, the rate at which technology becomes obsolete has made it financially impossible to keep up. If School Districts could off load some of that cost by having kids bring their own device, that is a financial burden they do not have to bare. With that said, not all families can afford to buy their child(ren) a digital device to take to school so where does that leave us. You are either leaving some out of the loop or the school is still buying a handful of devices for use by those who cannot afford to buy.
Control seems to be a smouldering issue when it comes to any digital device in the classroom. For any number of reasons teachers want some if not total control of the content dispensed by the device and how it is used in their class. For the most part this desire for control is simply to ensure that a lesson goes as planned but there are other issues around inappropriate use of the device on class time which opens a teacher up to liability. With BYOD, it is FAR more difficult to control the content being dispensed and how the device is used. In the iPad classroom, teachers have far greater control of what is going on, simply by virtue of the way the device is set up as a school device.
Apps are a common thread which runs through many of the pros and cons of these two models. In an iPad classroom, the apps on the device are the ones the teacher needs for the purpose of running their class. Although we can recommend App sets to students, when a kid brings their own device, the applications they have on their device can be quite the potpourri. This means a student may or may not have an app you would like them to have so they may not be able to participate in the class the way you would like them to, or they are constantly distracted by the less than “academic” apps they have loaded on it. The result is…
Planning for a BYOD classroom is far more difficult than a iPad classroom because you have to take into account all the different types of devices kids are carrying and what it is kids are able to do with them. Not all devices can run all apps, some won’t run flash and some devices won’t let you upload files while others can… On any given day, the list of possible compatibility issues between device and lesson is staggering. The iPad classroom is easy, you know what you are working with and what to expect from the device, so planning your lessons and assignments is pretty straight forward.
As a result, the degree of Digital Literacy required in the BYOD classroom is significantly higher than in the iPad classroom. If both teacher and student are not competent in how to make a particular device work for the task at hand, far too much time is spent troubleshooting. If a teacher demonstrates a task using an App on a iPad but a student has a PC Laptop, that student should be able to quickly find a suitable way to do the task. Although I would suggest that a BYOD teacher should have a good idea as to what alternatives are available, their primary role of “teacher”, should not be to figure things out for students.
Where the BYOD plan comes into its own is with student to device RATIOS. With the Class Set model, the iPads have to be shared amongst an entire school and frequently that class set has fewer devices then there are kids in the class. This limits access for students and creates logistical issues around saving and sharing files but perhaps more significant is that hands on time with the device is rarely consistent. The BYOD student on the other hand, is free to access their work anywhere,any time. The device becomes an extension of the their academic life and in a perfect world, the BYOD student becomes far more digitally literate.
The question then becomes, which model is best? and my answer is simply this. There is room for both models in our education system.
The reality is that most students will need to be digitally literate at some point in their lives and they should be well on their way to being so by the time they leave High School. For this to happen, they need regular access to a digital device and the BYOD model provides this. At elementary however, constant access to a device isn’t really necessary or even desirable. As my wife says, “at grade 1 you are just trying keep the kids from putting their fingers up their nose… Smearing those same fingers all over an iPad is more of a health hazard then it is a learning experience” with that pleasant image in mind, the iPad model is perfect for the elementary classroom because you can utilize the device when the learning conditions are right.
When you look at the two models they can be seen as the two ends of a digital literacy continuum. As the child moves through the grades, they move toward digital independence and these two models can be implemented independent of each other or in combination to achieve this end.
Of course I have over simplified things in the diagram above as there are all sorts of details I have left out in my description. Even if I had gone into detail, there are at least as many things that could turn my best laid plans to dust. What you should take from this post is that the implementation of digital devices in a school system is not a one or the other choice. What is required is a program of diverse digital deployment.
It is a great read and I am very pleased to present it to my readers.
The Social Media Guide to Growing Your Personal Learning Network
Personal learning networks are a great way for educators to get connected with learning opportunities, access professional development resources, and to build camaraderie with other education professionals. Although PLNs have been around for years, in recent years social media has made it possible for these networks to grow exponentially. Now, it’s possible to expand and connect your network around the world anytime, anywhere. But how exactly do you go about doing that? Check out our guide to growing your personal learning network with social media, full of more than 30 different tips, ideas, useful resources, and social media tools that can make it all possible.
Tips & Ideas
Get started developing your social media PLN with these tips and ideas for great ways to make use of social tools.
Actively make ties: It’s not enough to just follow and read, you need to connect. Leave comments, reply to questions, and start your own conversations.
Join Twitter chats: Educators can chat, collaborate, and connect through Twitter chats like #edchat and #edmeet.
Discover new people to add to your network: Lots of educators use social media as a passive way to check out people they’d like to add to their personal learning networks. Analyze the quality of their posts, point of view, and signal to noise to decide if they’d make a good addition to your network.
Start conversations: Use your social media accounts to ask questions and spark conversations that encourage new thinking.
Want to really make the most of your PLN? Use these popular social media tools for learning to grow and take advantage of your network with the latest technology.
Classroom 2.0: In this networking group, you can get connected with other educators who are interested in Web 2.0, social media, and more in the classroom.
Ning: On Ning, you can create your own social website to bring your PLN together all in one place.
Diigo: Collect, highlight, remember, and share all of the great resources you find online with your PLN on Diigo, and annotation and online bookmarking tool.
Google Reader: With Google Reader or any other great RSS tool, you can subscribe to blogs and stay on top of it all.
Slideshare: On SlideShare, you can upload presentations to share with your personal learning network.
Twitter: Perfect for finding people to add to your PLN, participating in chats, and sharing what you’ve found, Twitter is one of your most powerful tools for growing and maintaining a personal network.
Facebook: Another powerhouse for PLNs, Facebook is a great place to connect, share, and grow your network.
Scribd: Read, publish, and share documents on Scribd with your PLN, whether you’re sharing classic novels or lectures you’ve delivered. Plus, you can find documents and get connected with their owners.
Yahoo! Answers: Find and share information, connect with others, and build upon your personal learning network on this popular answers site.
LinkedIn: The gold standard in professional networking, LinkedIn is a great place for education professionals to get connected.
Quora: Similar to Yahoo! Answers, Quora offers a professional place to share your knowledge and grow your network.
Google+: Often overlooked in favor of Facebook and Twitter, Google+ is a growing network that offers lots of great possibilities for developing PLNs.
Pinterest: Facebook, Twitter, and Google+ get a lot of love from personal learning networks, but Pinterest offers a great way to find other educators, and great resources.
Delicious: One of the most popular social bookmarking sites on the web, Delicious makes it easy to share what you’ve found and find new followers for your PLN.
Paper.li: Using Paper.li, you can curate and share your favorite PLN tweets on a daily basis.
Scoop.it: Like Paper.li, Scoop.it is a great tool for curating an engaging PLN magazine based on resources from your network.
AddThis: Become a sharing machine with the AddThis toolbar, a great way to immediately share web resources on the web’s most popular social media tools.
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.
To start off, I will get straight to the punch and provide many of you with the answer to the single most frequently asked question about Content Management Systems for Education. NO YOU CANNOT UPLOAD FILES FROM YOUR IPAD TO EDMODO!
In the past 3 weeks 80% of all all keyword searches that point to my blog are asking this single question. What this suggests to me is that there are a large number of teachers looking for a Content Management System or CMS for their classroom this coming year. So a new blog post was born.
Over the years I have dabbled in many CMS’s but for any number of reasons, I have always moved on in search of something better. I have even tried to create my own classroom CMS but didn’t have the skills to create a site that could do everything I wanted it to do. To date the single most powerful Education CMS I have ever used, was Moodle and I would still be using it today were it not for the fact I had to host it on my nickle.
Last year I gave Edmodo a whirl and without a doubt it is no Moodle but it is trying and I quite liked it. Its interface is easy to use and there isn’t much of a learning curve in getting up and running. It seems to have been designed with the Luddite in mind or at least with an understanding of where the average Luddite is coming from
The other thing about Edmodo is that they are constantly improving their platform, adding new features and improving functionality but the single biggest problem with Edmodo is… yes you guessed it! YOU CANNOT UPLOAD FILES FROM YOUR IPAD TO EDMODO and I have my doubts that you ever will unless Edmodo sells its soul to the Devil or Apple, whichever comes first.
If you are hell bent on using edmodo and are running an iPad class, the Edmodo App is wonderful and I have no complaints. The way I get around the file upload issue is to have the kids post their work on a blog or in a google doc and have them submit the web link to their work. As long as I have that link, I can evaluate it. It is a wee bit of a pain but it works in a pinch and once you have the kids set up to do that, it is easy. Another option is to have the kids move the file they were working on with their iPad, onto a computer and then they can upload the document to Edmodo.
Some other nifty things you can do with Edmodo include marking and annotating students work online, provide parents with access to their child’s “learning environment”, create work groups, create discussion threads… and there are more features being added on a regular basis. Oh and it is FREE!
In my humble opinion, Moodle is still KING of the education CMS’s but the problem is that it requires some expertise, time, a host and a myriad of other things, which the average teacher off the street does not have at hand or have the time to acquire. If your school district will host a moodle site or already does, giddy up!
What I am not sure about however, is whether Moodle is iPad friendly or not. I have not tired myself but I have gotten a number of mixed reports on its functionality on an iPad. If you are running an iPad classroom next year, you might want to research other possibilities. If your kids have laptops or work in a computer lab, Moodle’s power and functionality is unparalleled.
I was asked to Beta Test Go Class last year but I unfortunately never got around to it. I did play with it a bit and from what I saw, it looks to be a slick little iPad friendly interface. Like Edmodo, Go class is designed with the average non tech geek teacher in mind. Getting things up and running looks to be fairly quick and easy.
What I like about Go Class is that it structures individual lesson planning into three tabs Show – Explain – Ask. On the student end, the final product is clean and straight forward to use. You can even assign time limits on the task, see who has completed their work and provide formative assessment from your instructor dashboard. Just remember that Go Class is still in Beta stage but I think it is worth taking a look at.
UPDATE!Stop the presses! I have just been informed that there is a new Education CMS in town called Schoology. My first look was brief but it looks like it might be a winner in its own right. Right off the bat what I notice with Schoology is their App center and within that App center is Blackboard Collaborate, which is the industry standard for presenting content to people who are not sitting right in front of you. The integration of this App alone is a HUGE Plus, especially for those who are running a 100% online course or even a blended class.
In addition to Blackboard, Schoology has a reminder app to send kids reminders about due dates and tests via text messaging. They have a Turnitin.com app and selection of other interesting apps I have never hear of. Along with all the cool apps, Schoology has all the functionality of Edmodo and Go Class. It may be worth some serious consideration for those who are looking for a Classroom CMS.
These four are the only iPad friendly CMS’s for education that I am aware of but there may be some others which have slipped past my radar so be sure to keep your eyes open for others and share what you find.
The other thing educators have been doing to accommodate iPad use in the classroom is building individual lessons or activities around individual apps such as Evernote or Edublog. To be honest I have not used either in class but there are lots of teachers who do and both have an active community of educators who are more than happy to help you out.
Edublog actually operates on the WordPress CMS. For those of you who are not familiar with WordPress, it is the best blogging platform out there, even my blog runs on it. Edublogs has taken their site one epic step further than mine however and added a plugin called BuddyPress. This allows teachers to manage users within a class or a school.
I have seen this particular platform used very successfully in elementary environments including my own children’s school. Teachers use Edu Blogs to get kids discussing topics online, providing links to resources and information and giving kids a safe and secure place to write online. To get all the features, you would need to run a full-blown Edublog site and would need a subscription. It is not necessarily affordable for an individual teacher but there is a fee schedule for schools. Pricing
Evernote has been the darling of the APP world almost right out of the gate. I have used if for personal note taking but I have not used it for my classes. I have read about others who have done it very successfully andWandering Academicdid a great post on how Evernote can be used in the classroom.
What I like about using notebooks, is that kids have a far greater responsibility for what it is they do or do not do. In many ways it is not that much different then a paper notebook. With an all in one CMS, a teacher can keep constant tabs on what a student has or has not been doing but not so much with an app like Evernote.
Like Edublogs, you will need a subscription if you are going to run your class with it. A premium subscription is only $45 a year but they also do site licences and group pricing to help manage the cost.
So there it is, my two bits worth on Education CMS’s. There is just so many products out there, it is impossible to have tried or even know about them all. If you know of a product that you like or would like me to investigate for you, let me know.
One final and important note. There are some significant concerns in many countries about privacy laws and the protection of student identities and personal information. Before you start using any app where a students personal information is being stored outside of your school network, make sure you have the support of your administration and an appropriate use policy is in place. Make sure parents are aware of this policy and that they are ok with their children online. In some cases, you may simply not want to use an app because you do not have control over the information.
With only a few glorious sunny days left in summer and the start of a new school year looming large, I figured I should get up to date on the wild and woolly education scene in British Columbia. My go to source for what is “hip and happanin” in education is the Vancouver Sun’s very own @jsteffenhagen. Janet seems to keep people interested in education regardless of political leanings and always fosters some heated discussion that riles up left-wing nut-bars like me.
You would think after returning from a two month-long, Five Star summer vacation in such exotic climes as Prince George, Vernon and South Surrey, there would be something new and exciting being discussed in the press. it would seem however, that the @bcedplan is still the topic du jour.
This week, the Ministry has released a new BC Ed Plan document which “is a summary of the comments people made on the @bcedplan site”. (@mikesher) and I have to say, that it is a really pretty document. It is also pretty light weight and lacks in any sort of functional detail or “plan”
As it seems to be turning out, the BCEdplan isn’t really a plan as of yet. It is more of a mish-mash of theory, ideas and opinion, not that there is anything particularly wrong with that. I just feel I was sold a bill of goods. The BCEdplan was presented as the document that would guide us to a Twenty First Century education system but it is far from being that document.
In reality, we have a long way to go before we reinvent our education system and it will take time, effort and useful dialog, which I think the Ministry is trying to do. The problem is that, from the outside looking in, no one can figure out what is going on?
As a contentious naysayer, I am just trying to do my part in ensuring we reinvent responsibly. The following is a page out of the new “what you’ve said” annotated with the first things that came to my mind as I read Theme 4: Digital Technologies in Schools. As you will see, there are far more questions than answers, therefore much work needs to be done.
I spend a lot of time reflecting about my use of iPads in the classroom and I have gotten a lot of attention and positive feedback about my glass half full approach to evaluating these marvelous little devices. Lately however, I have been getting asked “What are your favorite iPad apps for classroom?” and My response isn’t much more then a very thoughtful “ummmmmm?” This is mainly because the list is rather short and hardly impressive and it is strangely missing most of the big names in Apps for Education.
What follows is a short list of My 6 favorite iPad Apps for the classroom. Some cost a few bucks and that might be an issues for those of you who are running a BYOD program. For those of you who’s program uses school owned iPads, you might be able to get some bulk pricing if you contact the vendor. Most developers would love to get a school using their product and would be happy to cut you a break on their App.
Finally, keep in mind that this list is by no means intended to be the last word in Apps for educators. Also keep in mind that I am a Social Studies, Work Experience, Alternative school teacher so I probably don’t use the same set of Apps that a Science or Math teacher would use.
Thanks for reading and stay tuned for some more reviews on Apps for Pro D and other School related stuff. I just have to get around to it 🙂