Category Archives: iPads
…..and all those mega-conferences don’t know how to act.
There’s a movement afoot in the Ed Tech world. It started with Ed Camps and has evolved into something even bigger.
It’s the “boutique” conference.
A couple of years ago I was chatting with good friend and fellow “boutiquer” Felix Jacomino (head cheese of Miami Device). We were chatting about iPadpalooza and his (then) upcoming first event. We were talking about ISTE, the preeminent Ed Tech conference in the United States when he said something both profound and prophetic.
“ISTE is like the Walmart of Ed Tech conferences.”
That phrase resonated in my brain like a Taylor Swift ear worm. I couldn’t escape it or put my finger on it but Felix was dead on.
At ISTE you have thousands upon thousands of people attending for any variety of reasons and from any variety of places. Some come to learn about interactive white boards (still). Others come to learn about Microsoft Office. Others iPads. Others Chromebooks. Windows. Mac. Apps. GAFE. CCSS. PDFs. Gifs. Etc.
If you are an event like ISTE you have no choice but to go the “Walmart route” when it comes to sessions to ensure your customers have access to everything even if it might taste a little bland. While I think there will always be a time and a place for that, districts are also looking for something more meaningful. They are looking for something more tailored for their staff and their Ed tech goals. In the past, like Walmart, the attendee was forced to sort through the hundreds of isles of products (sessions) looking for that one specific item (learning) and try not to get lost or end up on stage at EdTech Karaoke (guilty as charged).
As we formerly launch the registration for our 5th annual iPadpalooza, there is a growing abundance of options available to educators and leaders. iPadpalooza started as a learning festival to share and grow in the realm of iPads but it’s now grown into something more than that (we welcome all devices!). While at its heart it’s meant to inspire and make learning fun, it’s also meant to be an experience. No not some sort of Burning Man in the desert experience (do they have wifi out there?), but more like you are a part of the learning experience and not just an attendee.
This year’s theme is “Summer Blockbuster” and is centered around the explosive potential of mobile learning but also the movie stars we have in and around education. Because this is a “boutique” event, we can offer flexibility in terms of when you can come (we have single-day passes this year) and a little extra for those wanting to dive even deeper (this year we have added some “Pre-Palooza” workshops in addition to our iLead Academy).
While my heart belongs to the mothership event here in Austin, I love the fact that these are now starting to spread into other states (not unlike TEDx events) including Indiana, Minnesota and now Louisiana. Each one is unique in that it brings in local talent and flavor into the festival-like atmosphere. At iPadpaloozaSouthTX they even created their own theme of “Day of the Tech” based on the “Dia de los muertos” holiday.
What I love most about these spin-off events is the ownership taken by districts and educators as part of the mobile learning movement. It’s not just seeing someone experience the stress and joy of hosting an event that MUST have a level of fun and local spirit, but also seeing them experience the smiles on the faces of attendees. It’s about the tweets of minds being blown and passion being ignited. It’s about discovering something they haven’t seen or thought of before and rethinking how learning can change in their classroom.
Ultimately, that is why you go to a boutique conference. Not necessarily to look for a specific thing, but to have a specific thing find you.
Who’s ready to go shopping?
Recently, it’s been reported that U.S. “Millennials” are not making the mark when it comes to technology proficiency and problem solving when compared to counterparts in other countries (19th out of 21). Say what you will about the assessment and measure of this, but I do think it gives us a chance to reflect on ideas for integrating problem solving strategies into the everyday classroom.
Last year, I wrote this post on 21 Things Every 21st-Century Teacher should do and it became an instant hit (with the help of Sean Junkin’s Infographic). As tech tools come and go, I felt the need to update and refresh it for this school year. However, I ran into a problem. When I got done with my updated list (removing a couple of ideas, adding several more) I was up to 36 different ideas. As luck would have it there are 36 weeks in a standard school calendar so this actually works out wonderfully. While these aren’t necessarily listed in the order you should do them, they are listed from least difficult (#1 – Selfies) to the most difficult (#36 – Creating an in-class incubator). The last few challenges are especially geared toward real-world problem solving and will hopefully make a dent in those “Tech Problem-solving” stats in the future.
36 Weeks of Innovation for the 2015-16 School Year:
1. All About Your Self(ie) Project
You know all those “getting to know you” activities that you start at the beginning of the year? Why not integrate selfies into those? You know kids (especially teens) have hundreds of these on their phones and it could be a creative way to tell the “their story” through selfies.
2. Have a class twitter account to post a tweet about the day’s learning
Just like a blog only smaller. Nominate a “guest tweeter” and have them summarize the day’s learning in 140 characters or less. Then ask parents to follow the account so they can also get a little insight into the happenings of the school day.
3. Create your own class hashtag
Tell your students and their parents about the hashtag and have them post ideas, photos, and questions to it. It’s a great way to get people from not only in your class but also around the world to contribute to your class conversation. You can also use this with your blog posts (#1) or classroom tweets (#2). Bonus points if you use something like VisibleTweets to display your posts in your class.
4. Create a Class Instagram Account
Spinning off of the twitter account you already created, why not have a photo-based summary of the learning in class as well? Have a daily student photographer who’s job is to post an example of something your class/students did that day. If you don’t want to mess with “do not publish” lists, you could ask that it be of an object or artifact, not a person. This would also be a good time to have a mini-digital citizenship lesson and talk about when and how to ask permission to take someone’s photo.
5. Create a comic of your class rules
Let’s face it, classroom rules are in need of a makeover. Do you still have that blown-up Word Doc with your 1995 clipart on it? Why not make your classroom rules into a graphic novel? Here’s just one example of classroom rules done up comic-style! BAM! BOP! BLAZAMO!
6. Periscope a “minute in the life” video
I wrote a few weeks ago about this newest social media trend called “digital broadcasting”. While that post went over some best practices for Periscope and Meerkat, I’ve since been exposed to a multitude of ideas from other ‘scopers. One idea is to capture a “minute in the life” video to post weekly. Whether this be a minute in the life of a 3rd grader or a Pre-Cal student, it opens up a window to parents and other educators to see what is happening in your class. I have a much longer post on this coming soon…but since we are early in the list, I’m keeping it simple.
7. Create a MEMEory –
I think meme’s are inherently evil. Some are so clever I almost get jealous, while others leave a lot to the imagination. With apps like Meme-Generator or an app like Skitch, you could have students make historical memes, favorite literary characters or even cats that like chemistry.
8. Brain Breaks
Kids (and adults) can really only sit and “work” for so long. The average adult can sit for about 20 minutes before their mind begins to wander. For kids, the younger they are the less than can sit still (just come watch me and my family at a restaurant for proof). Brain breaks should be a part of every class and every grade level. From Improv games to yoga to GoNoodle, make brain breaks a part of your classroom and watch their brains re-ignite!
9. Sketchnoting for reflection
I’ve been a big fan of sketchnoting before it was called that. Back in my day (now I sound like an old man) we called it doodling. However, the more I do it (either digitally or on an old school notebook) the more I realize that I actually remember what was said. Why not try this in a class? During a lecture or watching a short film, have students represent the talk in a sketchnote. Check out this massive sketchnote of my co-Keynote with Todd Nesloney at iPadpaloozaSouthTX.
10. Create a List.ly list to encourage democracy in your class.
It could be as simple as a list of choices for a project or something as grand as what is one thing you want to learn about this year? Whatever the choice, use List.ly to create a crowd-sourced voting list and let your students have some say in their learning! Let’s just hope they aren’t old enough to vote for Kanye in 2020.
11. Blog for reflection
Having introduced reflection with Sketchnoting (#9) you are now ready to have kids practice the art of not only reflection with words, but published words. Using sites like EduBlogs and Kidblog (no longer free) you can have your students reflect on their week of learning in a student blog. Crowd-source the topics for their writing from other classmates for those that are struggling with an idea.
12. Digital portfolio for projects and art
I’ve got a giant box full of art projects and my oldest is barely entering 1st grade. I can only imagine the size of the extra wing I’ll need to add to my house when all 3 of them are through school. While I love all their art, I would appreciate it even more if it was also digitized. Using a platform like Blub, have your students capture their best work and reflect on the process. For more advanced users, organize each into different categories, styles, or themes. Besides the student example here, check out Lisa Johnson’s (TechChef4U) multiple Bulb sites for staff and student iPad instructions.
13. Participate in a Mystery Hangout
This sounds a lot scarier than it is but essentially think of playing the game 20 questions with another classroom somewhere in the world. Here’s a link to a community page with more resources. It’s a great way to increase cultural and global awareness and you could event invite the other class to add to your Pinterest board (#10), vote on your List.ly (#8), comment on your blog (#1) or maybe co-collaborate on an eBook (#17).
14. Create a Fantasy league (where they keep track of the stats themselves)
It’s time to break the stereotypes of sports. What better way to do that than through fantasy sports and math? Have students “draft” a team in a particular sport and then track their stats manually to see who wins. For a more advanced challenge, create a “mega” league with multiple sports over the course of the year. Watch for heated trades taking place on the playground and Monday discussions livening up when football season starts!
15. Special Effects Science
With a ton of stop-motion apps and the new Slo-mo feature built into iOS, there are a ton of creative ways to watch a science experiment unfold. From the slow growth of a plant over a semester to the infamous erupting volcano experiment in super slo-mo, science really is part visual arts.
16. Infographic-ize your newsletter
Tired of sending home that same boring newsletter that nobody reads? Why not jazz it up with an infographic. Using a tool like Canva or even keynote (what I used to make mine for this post), you can create a visually pleasing and impactful message to your community. Just be sure to include links to your class Twitter(#2), Instagram (#4) and Periscope (#6) accounts!
17. Pinning for parents
In this new digital age, parents are always looking for some help when it comes to ways to help their kids manage it all and be successful for school. Rather than just send them tips here or there, why not have a Pinterest board for parents? Here’s one we did called “86-days of summer learning” for parents looking for learning ideas in the summer.
18. Green Screen a field trip to another land
Budget cuts mean no more field trip to the local zoo? Why not take a virtual one? Have you class research specific locations in our world (and even specific times in history) and then visit them via green screen technology. Students can discuss what they might see during their trip and reflect on challenges and discoveries they made (virtually of course).
19. Make a class weekly podcast
Busy parents mean no time to read a weekly newsletter or that note in the take home folder. One thing many parents due is subscribe to podcasts (remember the Serial craze last fall?!) so why not put your class highlights in their weekly feed? Have your students write and create segments for the weekly show and publish it to iTunes to make some instant memories and to let mom and dad listen to your week while working out.
20. Animated book reports
The video book report is so 2013. Why not ramp it up a notch and use some animation? Apps like Explain Everything, Puppet Pals, Tellagami, Toontastic, etc allow you to make your book reports a little more animated. Add in some green screen (#18) with some stop-motion (#15), throw in some legos, and your students could make their own Lego Movie as a book report! (as long as they don’t use that “Everything is Awesome” song as their soundtrack)
21. Instructables by Students
The Instructables DIY craze is a powerful one. From figuring out how to make your own bubble-machine to how to use chop sticks, these how-to guides for life hacks are quite handy. Since student’s learn best by teaching, why not flip the script and use a site like Bulb or Snapguide to have students make their own Instructable over the topic or subject area of their choice?
22. Let a kid take over
I know. This sounds dangerous. If you look at John Hattie’s research on visible learning, the number 1 way to help move the needle on student learning and retention is to let them drive their own learning and self-grade. While there are several different ways you can do this (Project Based Learning being the most widely accepted method), you could sprinkle in little bits of this in everyday curriculum. An app like Apollo allows the students to take over the teacher’s board and then send out their work to the entire class instantly! (bonus: check out the built-in random student picker for some extra fun)
23. Student-led Parent-teacher conference presentations
I first heard about this from Sandy Kleinman this past summer, but the concept is simple. Tell students on the first week of school that they will be collecting a portfolio of work and present what they have learned to their parents during parent-teacher conferences. This is a great way of having kids (even as young as kindergarten) own their learning (#22). This could be daunting if not planned well, but with built in reflection activities (#9, #11, #12) there are multiple ways to gather discoveries to share with mom and dad.
24. Augment an old Textbook
Textbooks are a way of life in education and though many are now digital, there are still tons of old adoptions laying around in classroom cabinets or school storage closets. Why not utilize these books to add a little Augmented reality to the classroom? Using an app like Aurasma or Daqri, create a special video message and “attach” it a picture in the textbook. So when the entire class turns to page 26 and holds their device over the image…they’ll get quite the surprise!
25. Go Paperless for a week (then track the data)
Depending on your grade level, this might be harder than you think. Even in a 1:1 district we still print or have need to print things from time to time. The idea behind this challenge is see if you can figure out ways to make things more digital. Maybe instead of a newsletter you print and send home, you write a blog (#11) or send an infographic (#16). Or instead of asking kids to write and peer-edit each other’s papers, you ask them to share a Google doc? If your students don’t have devices, then challenge yourself to try this personally for a month.
26. Google Cardboard
With Google’s release of “Expeditions” last May, students can now take a mobile phone or iPod and use Google Cardboard to take a virtual field trip anywhere around the world! This does take some prep, which is why it’s further down on the list, but the reactions of students experiencing the Great Wall of China is amazing!
27. No Tech Tuesday
Have your students not use any technology and live like it’s 1915. This is a great way to really investigate how much times have changed in the past decade and our reliance on technology. Of course when they are done, have them blog about their experience. (#11)
28. Cardboard Design challenges
Design challenges can be a great way to have students think differently and work together in teams. Whether it be creating a cardboard chair that can support your weight (like Mr. Lofgren did here with his middle school students) or creating your own arcade like Cane did, the only limits in these activities are supplies and your students’ imaginations. And sometimes, having limits like supplies and time can actually enhance the creativity of the teams. BONUS: Create an Instructable of your final project (#21)
29. Redesign your learning space
After having your class design their own cardboard chairs (#28), it’s time to look at your classroom space. How is it designed to facilitate learning? Have your students research what types of furniture work best for a diverse learning environment. From the color on the walls to the lighting, have students research the costs and practicality of a new classroom makeover. Need some inspiration? How about his “classroom diner” concept:
30. Make a class book
The ease with which you can publish books now is amazing. Using a tool like Book Creator or iBooks Author, you can publish to the iBooks store or Amazon. Don’t want to do something that intense? Keep it simple and make a book using Shutterfly and then have it printed as a keepsake.
31. Code a makey-makey Instrument
Music can be a great learning tool. Coding is like learning a second language. This challenge combines the two at a pretty inexpensive cost ($49 for a Makey-Makey, $2 for bananas). Have your students work in teams to create their own musical instruments using any classroom materials around them. Then when they are all done, have them put on a “Junkyard Musical” performance to wrap it up! (Which would be a great thing to Periscope (#6))
32. Appmazing Race
While the APPmazing Race got it’s humble beginnings from iPadpalooza 2014, it has since grown into a global phenomenon as a new strategy for delivering PD. Though built originally for adults, it’s perfect for students with mobile devices. Set up a series of challenges over a class period or a couple of weeks and have the kids team up and go to work! While the race itself doesn’t take a lot of work (except for reigning the kids back in), the prep before hand and the scoring afterwards will take quite a bit of time. Be sure to have a rubric to help students understand how they score on particular challenges and I would advise on using a tool like Padlet.com to curate all their finished discoveries. Here’s an example of one of the biggest races I’ve hosted using Thinglink and Padlet to curate.
33. LipDub to History
The ultimate form of flattery is imitation. The ultimate form of stardom is when Weird Al makes a parody of your song. Why not take that to another level and have students re-write lyrics to their favorite hit or a popular tune? The catch is they have to tie the lyrics into something historical like the video below. Who knows, maybe some student will remake “Chaka Khan” into “Genghis Khan”.
34. Design your own Rube Goldberg Machine
How great would it be to have teams of students design a Rube Goldberg machine? I once saw former 4th grade teacher Cody Spraberry facilitate a 2-week project where each group had a defined space in the classroom (marked by tape) and had to design, create, and test their Rube as well as record it. Not all the reactions were as priceless as this kid’s, but tying in reflection (#11), how-to instructions (#21) and some video effects (#15) can really make this a powerful lesson in teamwork, perseverance, problem-solving and organization.
35. Global Outreach GoFundMe
Teaching our students about generosity while giving them a wider perspective of world events can be powerful. Now with tools like GoFundMe, your class can strategize a way to help support a cause like this one for creating a School for the Deaf in Haiti. This is real, authentic, impactful learning that will make a difference in the lives of your students and those you are helping.
36. Create a start-up Incubator
To really tackle all of those “future-ready” skills, why not have teams of students create their own actual start-up company. Some high schools across the country have started this program (including our own Westlake High School) but it doesn’t have to be exclusive to high school. The key is to get business and industry leaders to work with the kids and talk about real world scenarios their companies will face. Kind of like “career day” on steroids. If you can get some local business or parents to participate with some funds, you can actually host a “Pitch night” to start the event and a “Shark tank” type activity to close it where students will get actual money to try and create their product. This is the most intensive of all the ideas on this list and can utilize parts of all the other 35 topics to make a team successful.
While I don’t expect any one classroom to do all of these ideas (I’d have to give them a prize if they did), I do think many of these are doable and possible on the cheap. I tried to design most of them without dependance on a particular type of technology, but having access to devices, even if not in a 1:1 environment, is helpful.
I hope you enjoy and be sure to give me some feedback below as to what you think. And to practice what I preach, I took Sean Junkin’s tutorial advice and created my own infographic out of Keynote for this post. See below:
[the below information is excerpted from this white paper]
When Eanes ISD began this quest into 1:1 four years ago, there was some early research that showed the advantages to running such a program in K-12 schools. In this white paper, we’ll review our initiative, highlight national and global findings around 1:1 initiatives, compare/contrast a Bring Your Own Device (BYOD) environment vs. a School Provided 1:1 environment, and finally outline some thoughts on the future of K-12 education and technology.
The Eanes ISD LEAP Initiative (Learning and Engaging through Access and Personalization) aims specifically at increasing student engagement and shifting towards a personalized learning model that is student-centered and authentic. This aligns with our district-wide goal of creating student-centered authentic learning experiences that educate the whole child. We want students to go beyond being content consumers to constructing their own understanding and moving to a level of content creation to show evidence of learning. In reviewing student and teacher survey data as well as anecdotal evidence, we are well on our way to achieving these goals. The effects of the LEAP initiative have impacted three major “user” groups in our schools: students, teachers, and parents.
A review of survey data from 2011-2014 shows that students consistently reported feeling more engaged in class when iPads were used at Westlake High School. Those students indicated mild to significant increases in engagement ranged from 80.9% to 87.2% over the three years of the study. A full 100% of students reported that they noticed an increase of communication between teacher and student since the introduction of iPads. Distraction was a major concern at the outset of the program as data from the spring 2012 survey showed that 54% of students felt like the device was a source of distraction. Survey data from the spring of 2014 showed that number decreased by almost 20%.
When asked, “Overall, having the iPad has enhanced my learning experience.” The three-year range showed that 83.5% to 87.9% of students responded with 3 (moderate) to 5 (extreme).
Our students are creating more digital artifacts than ever before. Students are writing blogs, publishing online portfolios, creating award winning videos and even coding in Kindergarten. All of this content has allowed students to create their own positive “digital footprint” which will help them procure enrollment or employment in their future post-graduation. Application processes for career and college now reach far beyond the transcript and extracurricular interests.The degree to which both businesses and universities investigate a prospective student/employee’s “digital footprint” has increased exponentially the past 5 years. According to a Kaplan of 2014 study, 35% of college admissions officers say they look at applicants’ social media profiles, an increase of 5% from the previous year. A 2014 Career Builder survey showed that 45% of employers use search engines like Google to research job candidates, continuing an upward trend amongst businesses.
In the area of teacher to student communication, 96.8% of teachers reported “moderate” to “greatly improved” communication with students because of the iPad. A large majority (90.3%) also reported the iPad made student assessment “easier” and were able to get real-time feedback to gauge students’ learning. Teachers that utilize the iPads regularly spend less time grading paper quizzes (which means less time at the copy machine) and are able to get and give instant feedback on how students are meeting learning objectives. While distraction was an initial concern, classrooms that have shifted to a more personalized, student-centered approach generally report less distraction and behavior issues than in a traditional, stand-and-deliver instructional model.
While not an intentional outcome of the LEAP Initiative, having mobile devices in the hands of students has increased parental awareness around their children’s digital lives. Eanes ISD has extended the learning beyond the school walls into the homes, and with that comes a learning curve for parents too. What initially started as “Digital Safety Night” has grown into full-fledged semester-long online courses where hundreds of district parents keep up to date with the latest trends in social media, screen time, and the phenomenon of digital footprints. Eanes ISD now provides regular parent workshops and resources throughout the school year for parents at every level.
Savings Realized as a Result of 1:1
Prior to 1:1 iPads, Eanes ISD purchased many technology items which performed different functions to facilitate learning in the classroom. Whether it be a Smart Airliner to control the classroom computer or a cassette recorder to record students’ reading, the following items represent a list of technology purchased by the district prior to the LEAP Initiative. Most of the items, unless otherwise noted, were purchased for each classroom. One major advantage of an iPad 1:1, is that now all of these items are replaced with free or inexpensive apps with access for every student.
(approximate cost in parentheses)
Previously purchased item
Replacement on iPad
|Digital Camera ($150 – one per grade level & a class set per campus)||Camera app (Free)|
|Document Camera ($600)||Camera app (Free)|
|Smart Slate or Airliner ($300)||Splashtop App ($4.99)|
|Student Response Systems ($1500 -class set)||Socrative (Free), Kahoot (Free), or Nearpod (Free)|
|Video Camera ($250) + Editing software ($99)||Camera app (Free) + iMovie App (Free)|
|DVD/VHS Player ($100)||Video app (Free), YouTube (Free), MediaCore ($2/student)|
|CD Players ($75)||iTunes Music App (Free)|
|Atlas, Globe, Classroom map ($25)||Map App (Free), Google Earth (Free)|
|Microsoft Office Licenses ($75 per computer)||Microsoft Office Suite of Apps (Free), iWorks Suite of Apps (Free)|
|Thesaurus ($22)||Thesaurus app (Free), built in thesaurus (Free)|
|Polycom Video Conference System ($2000)||Facetime app (Free)|
|Scanner ($75)||JotNot App(Free) or Genius Scanner App(Free)|
|Cassette Recorder System ($150) or iPod/Mp3 recorder ($100)||Garageband App (Free) or Audio Notes app ($4.99)|
|Kurzweil screen reading software/hardware ($995 – for special education)||Dragon Dictation app (Free) or built in iOS feature|
Some other items that we see trending toward obsolescence because of 1:1:
Dictionaries (still required by state to purchase), TI-84 calculator (piloting replacement with free Desmos app), Textbooks (see note in closing section), and paper costs (continuing to decrease with integration of iPads, Google and Learning Management Systems).
National and Global Findings on 1:1 initiatives
Since our initiative started in 2011, there has been a steady stream of data around 1:1 initiatives and their impact on student learning. One of the largest studies recently released included over 3 decades of research with technology integration. In the concluding summary, it states:
“Technology that supports instruction has a marginally but significantly higher average effect compared to technology applications that provide direct instruction. Lastly, it was found that the effect size was greater when applications of computer technology were for K-12, rather than computer applications being introduced in postsecondary classrooms.”
This means that using technology by effectively integrating into a lesson (“supporting instruction”) versus just allowing students to play a learning game (“providing direct instruction”) is more meaningful and impactful for students. At Eanes ISD, the most effective 1:1 classrooms use the iPad in a manner that enhances and amplifies learning outcomes.
The chart above highlights the names of the studies, year of the study, number of case studies, and the Mean ES (Effect Size). The Mean ES measures the average effect of technology integration on student learning. The data from these studies (with one exception) shows a positive influence of technology with learning. Unfortunately, this study is not published for circulation, but with a little digging you can find this data. In addition, here are some individual studies specifically about iPads in the last 2-3 years:
iPad improves Kindergartners literacy scores – Students with iPads outscore those without on all literacy measures in a 9-week study of kindergarten students in Maine.
Pearson Foundation Research: Survey on Students and Tablets 2012 – More than 6 out of 10 of college and high school students study more effectively and perform better in class with tablets.
iPad a solid education tool, study reports – a Houghton Mifflin Harcourt study in California showed a 20% increase on math test scores in just one year.
Oklahoma State University – More than 75% of students claimed the iPad “enhanced” their learning experience in college.
Survey: 9 in 10 Students Say Tablets Will Change How They Learn – A survey of 2,252 students in grades 4-12. 83% said tablets help them learn in a way that’s best for them.
iPads in Medical School – Students with iPads scored 23% higher on exams in University of California Irvine’s iMedEd Program.
While this research may indicate that just handing students an iPad will help them learn better, looking deeper into the results and implications of three decades of research on technology integration shows that the pedagogy and application of learning technology and accompanying apps play a significant role in this success.
1:1 vs. BYOD
It’s been debated that having students bring their own devices (BYOD) would achieve similar results to our 1:1 in terms of student learning, engagement, and achievement. While having students provide their own devices does allow the district some initial cost savings, the district would incur some costs when trying to provide equity for those without devices. If students could bring in any device they wanted, even with minimum specifications, we would still have to subsidize those students who do not have a qualifying device. In addition, there would be a significant increase in costs when trying to provide timely instructional support for a non-standard device. Those costs would be amplified by more time teachers spend training on a variety of platforms to achieve the same results. When arguing a 1:1 environment vs a BYOD environment, consider the following three areas of concern:
Teacher Experience in 1:1 vs BYOD –
Dr. Ruben Puentedura is an educational researcher who has more than three decades worth of research around 1:1 device programs. When asked about the differences between 1:1 and BYOD, he stated the following:
“If you want teachers to make the best use of the devices and come up with rich and engaging learning experiences, they need to have:
– Well-supported, reliable devices and software for themselves and their students;
– A known palette of tools that represents a reasonable spectrum of the EdTech Quintet (Social, Mobility, Visualization, Storytelling, Gaming);
– Reasonable consistency in how these tools operate.
BYOD can very easily fail to meet all three conditions.”
Having a variety of devices like those in a BYOD classroom means a teacher would need to spend time each class period doing all of the following in order for the students to accomplish a learning objective with technology:
– Insure that all the devices could connect to our network.
– Make sure each device had the appropriate app or tool needed to accomplish the learning objective
-Provide a subsidized device for those students that do not have a device.
– Be knowledgeable in the multiple operating systems for troubleshooting.
This all takes away valuable instructional time and ultimately means that a teacher is limited in teaching critical thinking and creativity. The challenge of getting devices with different operating systems to communicate with each other directly influences our emphasis on collaboration and communication.
Professional Learning in 1:1 vs BYOD –
If every device is the same, then training can be standardized. When all students have the same devices, then the variability of learning on the devices falls into the hands of the teacher and students. Creating personalized learning paths for students means that our teachers need to have familiarity with the devices and the resources available to their students (as Dr. Puentedura states above) and strategies for higher-level integration of learning aligned to state standards. In a 1:1 environment, more time can be spent during professional development on the integration of pedagogy and technology to meet standards in the classroom rather than spending time on learning the multitude of operating systems in a BYOD environment.
Classroom Management in 1:1 vs BYOD –
In a district-supported 1:1 environment, mechanisms can be put in place to manage all the devices. These Mobile Device Management (MDM) systems enable a district to restrict apps, filter the internet, and lock-down devices when necessary for student focus or testing. In a BYOD scenario, students can bypass our network and download inappropriate apps and possibly access inappropriate websites. The district has no authority or level of control over their devices. In addition to the lack of control for classroom management, the district would not be able to lock-down student-owned devices for online testing (a requirement from the state). Our increase in the use of online textbooks also requires certain types of devices (like iPads) in order to view the content. In a BYOD environment, some students would not be able to view their textbook if they do not own a device with the minimum requirements from the textbooks provider.
A broader look at trends in BYOD and 1:1 –
According to Project Tomorrow’s 2014 report: The New Digital Learning Playbook, 33% of high school students have access to a school issued device. That number has grown significantly from the less than 10% who had access in 2011 when the LEAP initiative began. The research also points out the 41% of districts now allowed students to bring their own devices (an increase of 19% from three years prior). Both state and national data point to upward trends in both areas. The data also supports the assumptions that, like Eanes ISD, most districts start out with a Bring Your Own Device policy before implementing a school-provided device. There are very few national instances where a program with a 1:1 implementation went toward a BYOD approach. Eanes ISD supports a spectrum of school-issued 1:1 devices, a BYOD approach, and multiple computer labs or carts, because different tools may be needed based on the learning objective.
The Digital Future of Education
It’s difficult to predict the future of anything, much less technology. Most predictions are based on data and long-term prognostications based on research. The New Media Consortium’s yearly K-12 Horizon Report is a robust report that has had a high level of accuracy over the years when it comes to predicting educational technology. This past year’s report makes predictions such as cloud computing being on the “One Year or Less” horizon and items like the Internet of Things and Wearable Technology entering schools in the next four to five years. Locally, we also look at national and state trends with legislative direction to guide our thinking.
With the national and state demands to increase the use of assessments online, districts will need to supply devices during those testing windows since rotating through computer labs isn’t feasible. This year Eanes will be one of the first districts to pilot test the use of the iPad as a calculator (with our 8th Grade STAAR math exam). We have also started conversations around pilot testing the Pearson TestNav 8 app for ACT Aspire tests on the iPad.
The textbook market is also at the tipping point transitioning into a period of more digital text vs. hard copy. The federal government and publishers see the shift to mobile devices and tablets and are planning accordingly. In 2-3 years, there will be limited options in the “non-digital” market meaning that our students will need some device to access content. The FCC estimates a $3 billion dollar savings in education once that shift happens completely (and the cost of tablets continues to drop). States like Florida have adopted legislation that requires all districts to spend at least half of their instructional materials budget on digital content by 2015-16.
Eanes has started to realize a some of these savings, but textbook companies are still charging close to the same price for their e-versions. In terms of adoptions, the majority of our textbook adoptions have an online/digital version as an accompaniment. Some of our adoptions (e.g., like science) offer only a digital option, a growing trend among providers. We are piloting a project for our teachers to create their own textbooks, which will be owned by Eanes. This option will help us realize both more significant savings and more rigorous learning tasks for our students.
The future world that our students walk into will be immersed in technology and heavily influenced by social media. Besides just creating those “digital footprints” mentioned earlier, it’s imperative that schools educate students in the area of digital responsibility and give them essential skills in order to be a good digital citizen.
The future job market for our children is also expanding, especially in the realm of computer science. With the projected growth of jobs in Texas requiring some level of computer science education, it’s predicted that only 31% of jobs will be fillable with current educational models by the year 2018.
In the fall of 2014, Pearson released a report titled “The Learning Curve”. It represented global data about test-taking and job skills that students are learning in various countries around the world. In one section they listed the above graphic called “Beyond the 3Rs”. It represents the new skills the world is looking for when it comes to the global economy and skills we need to prepare our students for in their future.
After all, as John Dewey said, “We need to prepare kids for their future, not our past.”
Today marked a hallmark day in the Eanes Independent School District when it comes to high-stakes testing. After some back and forth with the Texas Education Agency (TEA) and the commissioner, last spring we were granted the ability to pilot using iPads as graphing calculators during the state assessment. Following months of planning and prep, the dreams of using iPads on actual state assessments became a reality today as 600+ students took their 8th Grade Math STAAR assessment. This decision and process encompassed many hours of careful planning and practice before today’s big test. As far as I know from colleagues around the country, we were the first district to try this approach. As such, I’m writing this post to not only document our process but also to help others that may try this in the future.
For years (and decades) our students have had the ability to purchase an expensive graphing calculator like the TI-84 plus to help them with higher level math problems and classes. This calculator retails at around $180 (roughly half the cost of our iPad2s) and is purchased by either the campus or the parents to support their students taking these courses. With the constant financial pressure and underfunding from our state and the fact that every student has an iPad, we decided to formally request that we be allowed to use the Desmos Test Mode app (FREE) on the 8th Grade Math assessment. With the successful completion of this pilot, we may even look at other areas (dictionaries?) where we can save money and provide a better experience for our students.
What kind of technical expertise do you need to pull this off?
Our district utilizes a Mobile Device Management (MDM) system known as Casper Suite by JAMF software. Casper includes a feature called “Focus” which allows teachers to lock students into a certain app. Students are not able to use the camera, take a screen shot or even get out of the app until the teacher releases them from focus. With the assistance of our technology department and Mobile Integration Specialist Tim Yenca, we have been piloting this feature in individual classrooms throughout the fall and spring. However, on testing day we knew it would mean putting all 600 of the students into one giant class and then locking them down. Needless to say, there’s a lot that can go wrong technically with that so we decided to test it a couple of times before the actual testing date.
How did we prepare for this?
This plan would have never been possible without the support of our tremendously talented campus Educational Technologists (Ed Techs). Running two tests simultaneously with a 12-mile gap in between campuses meant that there needed to be a point person on the ground that coordinated everything. Kacy Mitchell at WRMS and Jennifer Flood at HCMS provided plans, organized teachers, communicated with students and supported the administration during this entire process. When I asked Kacy how she thought the day went this was her reaction:
“We knew there were going to be issues. There are always issues. Pioneering the concept of locking down district-issued student iPads was pretty scary for most of us at first. My principal even wondered aloud what my heart-rate was about 5 minutes after the bell rang today. In the end, everything turned out just fine. A successful execution of plans A, B and sometimes C was due to careful planning and LOTS of patience from our teachers. “
Jennifer added this insight into the planning process:
“Leading up to today we held two tests of the system in as close to “day of” testing environments as possible. Having WRMS attempt at the same time gave us more room to experiment with start times and classroom processes than we would have normally had. Between the tests at both campuses, and many conversations walking through all possibilities, our plans reflected every possible outcome that we had some control over.”
I honestly don’t think we could have pulled this off without these two Ed Techs providing daily support on their campuses. We are lucky to have them here at Eanes ISD.
What about the app?
When the TEA released their revised policy in spring of 2014, they didn’t specify which device or app was required. Their main concerns were that whatever device used has to be locked down so that students can’t get on the internet or take photos of the test. The graphing calculator app needed to be a non-CAS (Computer Algebra Systems) calculator and could not contain tutorials or places for storing formulas (which can be a problem with TI calculators).
With the help and advice of resident math guru Cathy Yenca (aka Mathy Cathy), we had been looking into the original Desmos graphing calculator app. The only problem was the app has CAS capability and stores some examples that students could potentially use. Cathy and Tim (aka “the Flying Yencas”) were able to work with Eli from Desmos on some feature requests and changes that would be necessary to make the app acceptable for state testing. Desmos was extremely responsive and open to the changes and after working on some test pilots of the app, released the “Test Mode” version of their app free to the public. Much like the support of Kacy and Jennifer, this wouldn’t have been possible without the Yencas and Desmos working together to make it happen.
With the support of the team, the administration, the teachers and the technology department, we set forth today to make this plan a reality. Through all the collaboration and discussion with the team it was determined that we should have both a few regular calculator back-ups on hand and a few iPad back-ups on hand already locked into the app.
As with anything involving technology there are always problems. Those problems multiply when you try to lock down 600 devices over wireless on two separate campuses at the same time. Add to the mix a third campus (elementary) and four 5th grade students in advanced math taking this test too, and this process became even more complex. Thanks to our Ed Tech Margie Brown for helping get those elementary students set up on testing day as well.
Despite our best efforts, a handful of students showed up this morning and decided to update their iPad. A couple of others forgot to plug their iPad in over the weekend. The forethought and planning of our Ed Techs and technology department accounted for this and a few spare iPads were on hand in the hallways where the tests we being administrated. Students that couldn’t didn’t get locked down were given a locked down spare before the test. Students that brought their own iPad were put into Guided Access mode by the teacher prior to the test. Teachers in testing rooms were given a “blue card” that they could slide under their door if they had technical issues during the actual test (thankfully, none of them did).
As you can tell, it takes an entire team of thoughtful and prepared staff to pull this kind of a pilot off. I knew today was a success when I looked up at noon and noted how quiet the day had been. That’s a tribute to the hard working people in this district like Kacy, Tim, Jennifer, Margie, our technology department, our testing coordinators, teachers, STEM Director and those outside of the district like Eli from Desmos. Without their collaboration and planning this dream could have quickly turned into a nightmare.
Thank you all for your effort in taking on this monumental challenge! Now on to the next!
I’ve been blessed to experience amazing professional development from around the world. I’ve had incredible, powerful conversations with people in my PLN via social media that help me learn and grow. All that said, yesterday’s #Student4aDay Challenge was the most eye-opening and possibly most life-altering experience for me as an administrator in a public school. What follows is my reflection on the day and some major “Aha’s” that I hope will guide both the future of professional development for our teachers but also the lives of our students. For those of you that want a play-by-play recap of the day, check out the hashtag #Student4aDay on twitter.
About the challenge:
I blogged out my predictions and a little bit of the background for this challenge in this post, but the gist is I wanted to “be” a 10th grade student for a day. My main goal was to see what student life is like in this 1:1 mobile world at a highly successful place like Westlake High School. I was also curious about how they interacted with the teacher and each other, the desks they had to sit in, how they used technology, and generally, what their day felt like.
I “borrowed” this schedule from one particular student who agreed to let me shadow her. However, because we had a pre-scheduled site visit, I needed to do take both 4th and 5th period off. It worked out well since World History had a sub and were going to just watch a video. I also had a AP US History teacher request I visit her class at 7th period instead of going to choir. Since I was feeling under the weather and my singing voice was not up to snuff, I took advantage of the opportunity to see her Humanities course in action.
I made 5 predictions (or hypotheses) about how the day would go. Here’s how they turned out:
1. Kids will be on their phones between classes – SOMEWHAT TRUE – There were a few kids texting or listening to music or even talking on their phones (rarely), but for the most part, kids were talking to each other. They were having conversations about a certain class, a movie, a game, or what they were doing after school. I assume some talked about relationships too, but they tended to quiet down when I got close.
2. My lack of a healthy singing voice will hurt me in choir – FALSE – Since I swapped out Choir for US History, this one never came to pass.
3. The desks will hurt my back- TRUE – I suffer from mild back issues, but sitting in these torture contraptions was getting to be down right painful by the end of the day. I found myself fidgeting in them, turning to the side, slouching over, and generally just constantly shifting from one “cheek” to the other.
4. Technology use will be a mixed bag – TRUE – In the English class it was extremely hands on, with the teacher using Nearpod to engage student questions about Catcher in the Rye and even have us draw what we thought Holden Caulfield looked like. Of course, the two computer lab courses heavily used technology as well. Most classes used the projector at a minimum, however one class, Geometry, had a long term sub and so he was relegated to only using the dry erase board. No technology (except for calculators) were allowed out in that class.
5. My “real job” will affect my job as a student – I did miss 5th period for a meeting and during US History I was asked to help trouble-shoot with a Nearpod issue. I tried to claim I was just a regular high school kid, but the class cleverly remarked that most kids could help troubleshoot technology, so I should too. Well-played…..
Class I was best at:
Interactive Media – of course! The class was at the end of a Photoshop project designing a an advertising poster for the college of their choice to recruit students. I observed several students working collaboratively on their posters (and some procrastinating). I came up with my Matthew McConaughey -University of Texas concept (pictured left) and nearly finished it within the 50 minute class period. One of the quotes of the day came when a fellow-student called out another student for procrastinating to which she responded with “I’m not a ne’er-do-well!”
Class I was worst at:
Chemistry – This was a mixture of style and content. I’ve always been a big fan of science and when I think about my favorite high school teachers, science usually comes to mind because it’s so hands-on. However, this particular class on this day was a review class, so it was very direct-teach over concepts I haven’t had to remember since…frankly….the last time I was in high school chemistry. (Quick! What’s Avogadro’s number?) The students had been over this more recently, but my memory was shaky. So much so that I failed the 2-question quiz over a couple of simple molecular concepts. :(
Outcomes (or “AHAs”):
I could probably write a blog post on each class I was in and the overall student life. However, I’m going to try and summarize what I discovered during this day in four major “AHA” moments.
AHA #1 – The schedule is overwhelming
From the amount of time you have (50 minutes) in class to the amount of time you have in passing period (6 minutes), the day flew by without much time for deep thought or reflection. I realize that giving teenagers too much transition could spell trouble, but I barely had a second to digest what I had learned before abruptly moving to the next subject. And in the classes (like English and US History) where we were starting to have a good, deep discussion on a topic, we were interrupted by the bell. I can really see the benefits of having some sort of hybrid block-schedule after a day like today. In the end, I was completely exhausted at the end of the day and, strangely enough, just wanted to go home and play video games.
AHA #2 – The technology may have changed, but the kids haven’t
Sure they were on their phones during passing periods and occasionally they’d listen to music when done with an assignment, but for the most part, the kids were kids. Typical teenagers with angst and hopes and dreams (channeling my inner-Caulfield here). In the chemistry class, there were one or two students that tended to answer every question, while the rest of us (including me) blankly stared at the board. In between classes I even got into a spirited conversation with a 16-year old about how good the latest Tell Tale Walking Dead game is. The girls giggled and the boys sighed at times, but in general, the kids were respectful and attentive no matter what the subject. (save for a couple of girls I noticed texting under their desks during Geometry). One kid did try to use his camera on his phone to take a picture of notes on the board to which another kid called him lazy. His response was priceless – “That’s not being lazy, it’s being efficient.”
AHA #3 – How much of this content will be relevant in later life?
I can understand that taking courses like Geometry and Chemistry and Business Infrastructure Management give you the ground work for some basic life skills. However, I can honestly say I’ve NEVER used Avogadro’s number (6.02×1023 for those of you dying to know) in my real life. In fact the last time I used it was 24 years ago when I was a sophomore taking Chemistry. Why do we feel compelled to still teach the “4 core” subject areas every year in high school? Is it because this is what we’ve always done? I can see it being useful to those with a real interest in Chemistry or Calculus or Poetry but why force it on every student?
AHA #4 – It’s still really all about the teacher (and their style)
I’ve written in the past that technology is the “Great Amplifier” when it comes to teaching. It can make a good teacher great and a bad teacher terrible. In the classes I felt most engaged were the ones where technology was “invisible” in a sense and the focus was on the content and the discussion. I can tell you almost verbatim things I learned about Thomas Nast political cartoons based on the student discussion but I can barely remember what mathematical equation I was told in Geometry. The biggest difference in those classes was both the style in which the teacher facilitated discussion but also the physical configuration of the classroom. Desks in rows tends to imply that it’s all about focusing on the teacher (always exceptions to this too, as I discovered in the tremendously engaging English class). Desks with the ability to turn or face each other made the center of the room the focus, a place where ideas could be shared and discussed without judgment.
All in all, I have learned a lot from this day, much of which I hope to apply and help steer changes in the classrooms and schools for kids in the coming years to make it more about student-centered, personalized learning. It’s been an eye-opening experience that I hope others in my district (and in other districts) will attempt. I even reached out to some law-makers on Twitter to invite them in to do the same. It was both a humbling and frustrating experience that I was honored to be able to attempt and it will live with me forever.
Now, if you’ll excuse me, I’m going to go home and play some video games.
Editor’s note: Tracie Simetal took on the #student4aday challenge as well and live-blogged her results on this Google Doc. Kudos to Tracie and any other administrators willing to take this on!
Update: The Austin American-Statemen ran a report on this experiment and posted it here: http://www.statesman.com/news/news/local/administrator-spends-eye-opening-day-as-student/nkHWG/
When I was a kid we used to go bowling. No, not Wii bowling. Actual bowling. You know, where you wear someone else’s shoes, put your fingers in some greasy ball and take in your share of second-hand smoke? (smoking was allowed in bowling alleys back then). When I first started out, my ball went all over the place, including backwards once into a group of bystanders. When I finally did get my sense of direction down, I would end up chucking this 10 pound ball down a lane and inevitably it would end up in the gutter. Time and time again I would try only to be met with the “Brunswick pin sweeper of shame”. You know, the one where that rake comes down and knocks over all ten pins that you missed?
My parents were great at letting me fail and learning from that failure, but it led to some frustration. Enter bumper rails! While I still had to have some basic sense of direction, the bumper rails kept my ball from falling into the gutter and I was able to achieve some moderate success and even come up with the occasional strike.
Rolling out iPads in our schools in some ways as mirrored my bowling experience as a youth. We’ve given some basic direction and support but sometimes the ball flew backward (like when we went from iOS 4.3 to 5.0). Sometimes our fingers get stuck in the ball (iPads only being used for simple substitutive tasks). And other times, even when we had students going in the right direction, their feet would sometimes step over the line before they roll(distraction). However, by constantly communicating with our community, teachers, students and administrators, we are continually seeking out ways to positively impact the instructional use of these tools in the classroom and thus have the kids bowl more strikes. One of the early struggles in our deployment was the ability to be balance profiles and restrictions on the iPads so that they would have a successful educational experience. We really only had a couple of choices when we started back in 2011:
A) Let the kids bowl down the lane with the possibility of the occasional gutter ball or B) Set up blanket restrictions which was similar to bowling a ball down the lane only to have the pin sweep come down and block the pins, essentially taking away any of the creative personalization opportunities of the iPads.
Finally, this summer, we were able to use our own set of bumper rails. With the new Apple Deployment system and our revamped Casper JAMF MDM system, we were able to put some better, more secure profiles and systems in place to help further the instructional focus of iPads in the classroom and let creativity flourish.
Here’s a poster of a few of our newest restriction profiles at each level:
These new profiles will help us not only deal with our greatest challenges of the past but also help us push out apps wirelessly to student iPads at a much more rapid rate with an eye on personalizing each students’ device. Here are three things we’re most excited about in the new system:
Locked in “Focus” when needed:
With the new Casper Focus tool, teachers can lock student iPads into a single app. This means that we can use the iPads for testing and even as a substitute for expensive calculators. While we don’t want teachers over-using this feature, it will give them some scope of control when needed to get the class re-focused and on the same page so to speak. (like those directional arrows in the bowling lane)
We are highly concerned that non-educational gaming and iMessages were causing some disruptions to learning and causing kids to be off-task or distracted during the school day or at night. With our new MDM update, we have removed iMessages from the devices entirely and also improved some of the restrictions for gaming. We still believe it takes a village with a team approach of parent and school to teach kids self-control, but this new system gives us the guidelines (Bumpers) we need to make that happen effectively. One student found this out when he tried to turn in his iPad after getting it this Fall and claiming that it was broken. When he was asked why he thought it was broken he said, “Because I can’t download my favorite game. It just keeps disappearing.” (Strike!)
Over the Air App Distribution:
At the secondary level, students could get apps from us via a web-clip called “Self Service.” This was a nice way to make apps available for students, but it meant essentially giving away the app as a consumable because once it was redeemed, the student owned it. With the updated MDM system and the new Apple ID Under 13 program, students K-12 can have apps “pushed” to their iPads over the air without going and looking for them. By that same token, the apps now act as licenses which can be “pulled” back whenever a student leaves or starts a different course (Think rapid ball return and pin set-ups)
While we are always working to make personalized learning the perfect blend of support (bumpers) and guidance (arrows) which will turn learning into a success (strikes). With these new additions, I think we are well on our way to bowling a perfect 300 when it comes to iPads in Education.
Now…if I could just improve my personal bowling score…Am I too old to play with bumpers?
As students fill the hallways of our schools on their first day back, there is a major change afoot for those kids under the age of 13. Students in the pre-teen realm have always had less options when it came to personalization and use of certain websites/social media. While some of those rules still apply when it comes to the web, Apple’s new system of allowing districts to issue Apple IDs for those students under the age of 13 (with parental consent) means that the days of every elementary students having the same standardized iPad are in the past. Combining that with the new deployment system and (in our case) an MDM like Casper, and we are finally starting to see some of the real powerful potential of the 1:1 iPad platform. While I know there will be some glitches (there always are in technology), I’m looking forward to the improvements listed here this year for our K-6 students.
For the past 2 years, our elementary students have been living in the 1:1 world when it comes to devices, but haven’t really gotten the full-fledged personalized experience of their older counter-parts when it comes to apps. Because we couldn’t have individual Apple IDs on each iPad, we used Apple Configurator to provision “images” to sets of iPads at every grade level. This was a painfully arduous process that entailed having a Support Tech go classroom to classroom with a Macbook and provision the images to each iPad. With the amount of time and man-power it took to accomplish this, we basically had time for one app-refresh cycle every year. Besides the inefficiency of this model, we also had several times when iPads would get “hung up” during app refresh and have to be completely wiped, losing important student work that hadn’t been backed up. Now that every student will have an Apple ID, we can “push” apps out to students over the air (OTA). If a classroom wants an app, they contact our MDM campus manager who loads the app and pushes it out to the class overnight. If it’s a free app, the kids can even download it themselves!
Since we basically had two groups (K-2 and 3-5), that meant front-loading the images with pretty much every app we would think to use for the school year. The resulting images were somewhat heavy (taking up over 6GB of the 16GB space) and many were unnecessary depending on your grade. Here’s our example list of apps for elementary last year. You could have 3rd graders looking at 5th grade apps that they didn’t even need. While we’ve really focused on productive apps vs. consumptive ones, we at least knew that all kids would have the tools they needed to create a finished product. Now that we can now push apps over the air, that means starting with a much leaner set of core apps to start (nearly all “productive” apps) and adding those content or grade-level based consumptive apps as needed. One drawback of not having a set image on them is that iPads are essentially naked to begin the year until the students have their Apple IDs set up. Enter the always clever Janet Couvillion. She’s an Ed Tech at one of our elementary campuses and she created this tremendous Thinglink about all things you can do on an iPad with only basic apps:
We utilize eBackpack as our web-based and app-based content distribution system. However, we’ve also found some successes using iTunesU at the upper grades when it comes to quickly creating courses for students. Now that our students under the age of 13 have Apple IDs, we can have them enroll in a class course at the beginning of the year that a teacher can use to push out content as it becomes relevant. We can also provision specific iBooks or class sets of iBooks to students based on their Apple IDs, something not possible in the past.
Time to Focus
Another potential bonus of all of this is the new Casper Focus feature we had a kindergarten teacher test for us last year. With all iPads in this new system and each student with an Apple ID, a teacher can now “control” or “lock-down” all the iPads in his/her class into a specific app. While I’m not a big fan of the lock-down control model when it comes to teaching and learning, I do know there is a time and place when this might need to happen from time to time. With state and national testing moving to an online platform, we’ll need to have this ability going forward. This year we’ll be pilot testing the ACT Aspire test on iPads for students in grades 4-9 and we’ll also be piloting using a Desmos Calculator app during our 8th Grade Algebra State assessment. None of this would be possible without this new system in place without individually going to each iPad and enabling Guided Access.
In order to make this system work, we have to really rely on parent support. They have to go through the online consent and Apple ID creation process for us to be able to utilize all the advantages listed above. As a parent, the advantages to this program versus making your own Apple ID are many (here’s a Parent Guide from Apple). They’ll be able see what apps their students are purchasing. With their students being in the Under 13 program they’ll have less advertisements and data mining to worry about. As a parent of a new kindergarten student, I was excited to not only set up her Apple ID because we can now mirror the apps she’s getting at school and put them on our devices at home to help with her learning. I’ve always been a believer in the concept of a village raising the child and in our ever-increasing online world, the lines between home and school are no longer clearly defined. This process gives us as a district another opportunity to communicate about the education of their child, which can in the end only be a good thing.
To help introduce parents to this process I made this somewhat silly 3.5 minute video (below) along with some instructions for them on their end.
The future is bright and no longer just for those born before 2001!
I’ve received lots of great feedback on my SAMR Swimming Pool analogy (Taking a Dip in the SAMR Swimming Pool). This was an idea originated by Greg Garner’s take on Dr. Ruben Puentedura’s often referred to “SAMR ladder” and then “remixed” if you will by me. Well…it’s time for another remix because after reading that original post I realized something.
I got it wrong.
I focused on the teacher’s role in the pool the entire time and didn’t think about the students as much. So I’ve decided to take another stab at this and was motivated by my recent trip up to Minnesota for iPadpaloozaMN. They asked me to make my SAMR Swimming pool analogy into an entire 50-minute keynote! Talk about pressure! So, here goes. A remix on the SAMR swimming pool with all new analogies and concepts.
The Baby Pool (Substitution)
While parts of the original analogy still apply, it’s not just about what the teacher is doing with technology. Sure , you still need to test water when it comes to tech. Some teachers feel the temperature and decide it’s too cold to enter. Let’s say you feel the pool is comfortable and safe to enter. You step into the pool and your 25 students enter the pool with you. All the sudden you notice something, you are happy that it’s only so deep. Because it never goes below 1 1/2 feet deep, the kids can safely walk and splash around with the tools. They don’t need log-ins or email addresses. You can control where they go and if any of them are acting up or playing rough, you can just kick them out of the pool (take away their device). A baby pool is fun for really young kids (ages 5 and under) however, older students will quickly get bored in here and want to stretch the boundaries a little. The same thing happens when you take out a device that has access to the entire world and then limit it to just note-taking or e-reading.
The Shallow End (Augmentation)
After some time wading in the baby pool with technology, you feel like you can handle having all your students enter the main pool. They start out around the steps and work their way into waste-deep or even chest-deep water. You give them some freedom to go online (but only to certain sites) and you let them use a couple of different apps to help show they understand the learning objective. Kids can start to be a little more creative here. They can now do headstands under water. They can make a powerpoint presentation. They can play games like water volleyball. They can take a quiz on Socrative. You get the idea.
However, as the water is a little deeper, there is also a little more risk. Someone may fall and drown. You quickly realize that the boundary into the deep end of technology is only a little rope with some buoys on it. But, rather than stop and go back to the baby pool with the kids, you decide to let them stretch their wings. Kids can of pretty much any age range that can swim a little (3yo-18yo) can interact in this part of the pool with some monitoring. You notice they enjoy it much more as there is more to do and you enjoy it more because you know that if someone falls down, they can still stand up safely and breathe. Maybe they don’t need to go to the deep end….
Pool breaks (No technology)
Just like the pool, you need breaks from technology or your fingers will get pruny. Every so often you need to take 10 minutes or so to just get out, walk around, eat a snack and reapply sun-screen. Don’t forget that no matter how great all this tech-integration is, we all need breaks from it from time to time. Some of the best brain breaks are just 5-10 minutes of playing charades or doing a silly dance. While they may fight to get back into the pool, plan these into your technology integrated lessons. The students may not notice it at first, but these breaks spur creativity and interaction essential especially when going into the deep end.
The Deep End (Modification)
Eventually, you realize you have now spent quite a bit of time talking about boundaries and rules with your kids. They are all now very efficient at swimming with technology and are aware of the risks that are out there. You decide it’s ok to send them past the rope with a mission or project in mind without many restrictions except the basic pool rules. As a teacher you realize it’s no longer feasible to be in the pool with the kids as that would be incredibly exhausting trying to tell each of them what to do (sage on the stage) so you elect to go into the lifeguard’s chair and keep an eye on things as well as offer motivation (guide on the side).
You begin to notice some things very different about this part of the pool. Kids can now swim all the way to the 12-foot bottom and touch. They can hold their breath for 2 minutes without much struggle. They can focus on an assignment much longer even with all the access they now have. They start to invent games like sharks and minnows. They start to create Explain Everything examples of how they understand an objective. They start to get in and out of the pool and dive in off the side (as it’s now deep enough). They quickly transition from paper to device back to paper when needed. As kids need to be pretty efficient swimmers, you wouldn’t want any too young (6 or less) in this part of the pool without a floatie. As a lifeguard, you need to make sure they don’t drown and occasionally might need to blow the whistle when they’ve been in the pool too long, but overall the kids are really enjoying the rigor and fun that comes in this part of the pool.
The High Dive (Redefinition)
Kids can not only swim completely independently now, they are also starting to do things you didn’t even imagine when you entered the pool.
They can stay under water for 20 or 30 minutes at a time without batting an eye.
The pool no longer has a bottom.
They see the high dive and quickly decide to go off of it. They begin to design gravity-defying dives that involve their friends doing
coordinated back flips. Not only that, they show their teacher how they collaborated and achieved the dive but also how it identifies mastery in their learning.
The students have now become the lifeguards and invent the rules they feel are appropriate for all the swimmers. Your role is that of a swimming or dive coach as well as pool owner. (mentor in the center) You want to make sure the water is clean and the internet is filtered appropriately. You set some limits as too how long kids can swim in the pool before a break but the kids enforce it. Your pool is now one of the most popular places in the city and kids are building their own crazy slides, games, and zip lines that make it an enriching and engaging place to be.
None of this was possible when you first stepped foot in that baby pool, but without those initial steps you could have never gotten here. Without letting the kids have some level of autonomy with technology, they would have never gotten to the point where they felt they had some ownership in their learning. Just remember, now that they can jump off that high dive, it doesn’t mean this is where they always have to be. Some days the baby pool is all they can handle. Other days, maybe it’s the shallow end.
No matter where they are around your pool you can rest easy in the work you have done to get them at this point.
Now go let them swim.
This year at iPadpalooza we were looking to do something a little different with all that “transition” time in between sessions. Often times, when you attend a conference, you find yourself in complete session-mode. You rush from session to session, never taking time to reflect, interact or collaborate with others at the event.
And so, the APPMazing Race was born. When the team at iPadpalooza started brainstorming ideas, the thought of some sort of app-based Olympics was being passed around. Last year, we did an Aurasma scavenger hunt to get people interacting with their space. It was a great time-filler but was purely for individuals. Inventing a challenge based on teamwork would make the actual event even more meaningful was the hope. We ended up with 47-teams of 3 to 4 players signing up for the race by the end of the opening keynote. At midnight of the first day, they received their instructions of what they had to accomplish in the next 36 hours.
1. CREATE – A logo and team name for your team
2. LISTEN – Create a 15-20 second audio podcast that summarizes your favorite session. (background music/sound effects for a bonus point)
3. CONNECT – One team member must make a new friend from somewhere else (not on their team) and ﬁnd 3 things they have in common. Create a Thinglink to represent your new friend and the 3 things you have in common. (Bonus point for ﬁnding someone from a different state or country)
4. SNEAK – A team member photo-bombs an Eanes iVenger (hint: they will be wearing red crew shirts on Wednesday) Clariﬁcation: A proper photo bomb is when someone sneaks into a photo from behind.
5. CAPTURE – Take 5 selﬁes with vendors and post to Instagram with hashtag #iplza14 and your team name. Capture all 5 for ﬁnal submission video. 1 point per selﬁe.
6. EAT – Create a Canva poster based on your favorite food item from the food trucks.
7. DRAW – Using a drawing app, create your best caricature of another team member.
8. CHALLENGE – Create and post a Vine of a team member asking a presenter a question. (please don’t interrupt a session just for this – that could result in a deduction)
9. OUTREACH – Connect with someone over FaceTime who is not at the event and show them around. Take a screenshot that displays evidence you are here.
10.SHARE – Upload and share your final video submission somewhere visible on the web. Your final video must be no longer than 2 minutes.
We also had two scheduled challenges from 3:30-4:30 in the main room of iPadpalooza on Day 2 where the teams had to complete these –
1. DRIVE – Control a Sphero through an obstacle course. 5 attempts per team. Bonus points to the top 3 teams that take the shortest time to complete the challenge.
2. SMASH – Create an Appsmash LIVE during the day 2 closing activity. Theme of the smash will be given at 3:30. You must smash as many apps as you have team members +1 (so a team of 4 must smash 5 apps).
Bonus points we possible for teams with evidence of the top tweets and creativity of final video submission. While we could have just made it a checklist of items and drawn names out of a hat, we decided instead to judge their final submissions. Rather than fact check every item, the 2-minute video was the proof teams had to submit to at noon prior to the closing.
We had an amazing 18 teams complete the challenge and many were made up of people from completely different districts. In retrospect I would have loved to given every finishing team an award, but we ended up just awarding the top three prizes. Here is what the winning video submission looked like from Team “FargoFromDownUnder Appletes”
While there are always areas to improve, this race was successful in bringing colleagues together (either from the same district or even different countries) to engage and collaborate with an event rather than just being an passive participant. We look forward to even more teams competing next year and know now that the bar has been raised!
Official APPMazing Race Rules & Challenges 2014 PDF