Category Archives: Techy
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.
Having just wrapped up a successful iPadpalooza and seeing all the chatter around ISTE 2014 online, I wondered: what makes a memorable and meaningful conference experience?
At iPadpalooza, we had 98.4% of people tell us they would come back to our event next year. Rather than being happy about that number, I focused on what the 1.6% didn’t like. Was the live music too loud? Were the speakers or presentations not what the attendee expected?
I used to be guilty of attending conferences and passively waiting for information or presentations to amaze me. I’d leave disappointed and wonder what attending these conferences would mean for me in the future. However, all of that changed when I started taking a more proactive approach to my conference experience. Here are a few steps to help anyone attending either their 1st or 50th event.
Prior to the Event
Laying a good foundation of prep work prior to attending a conference on the scale of ISTE or the variety of something like iPadpalooza can make huge a difference.
1. Find Some People to Follow - This doesn’t mean cyber-stalk or physically tail someone during the event. Rather, look at the big name speakers or presenters and start to follow their work on social media. This will give you a flavor of their presentation-style and may indicate what kind of content they might offer during their sessions.
2. Identify sessions ahead of time – Looking at the program guide for the first time at the registration booth puts you at a disadvantage. Most events (especially Ed Tech ones) post their session titles and descriptions well in advance. Take that opportunity to do some early research on topics that interest you and areas that you want to improve upon professionally. Additionally as popular sessions can fill up quickly, always have a back-up plan.
3. Plan on giving yourself time between sessions – George Couros blogged about a conference in Australia that left 30 minutes in between sessions. While that’s a great way to have time in your schedule, most events only allow for 15 minutes or so. When planning out your days, be sure to leave a couple of longer breaks throughout the day. This extra time will allow you to reflect on a session or connect with colleagues and maybe actually have a professional lunch that is longer than 30 minutes.
During The Event
4. Don’t sit in sessions you don’t want to be in – EdCamps have mastered this strategy by the “voting with your feet” way that they run their events. If you are “stuck” in a 2-hour workshop on the theory of how Disney’s Frozen can be applied to advanced Physics, you either didn’t research the workshop well enough or the description was completely off (First clue – it was called “Let it Go: Why Liquid Nitrogen is the Bomb”) Don’t be afraid to walk out to your back-up session. If that one is full, find a quiet place where you can observe and follow the conference hashtag. At least that way you might pick up on some great things shared at other sessions.
5. Meet somebody new and connect – The easy way to do this is to have some virtual introductions via social media before-hand and then approach them when you see them in person (assuming their social media avatar looks like them). The more challenging, and sometimes more interesting way to do this, would be to find an attendee sitting by themselves and just introduce yourself. You never know how their story may help inspire you in the long run and vice-versa.
6. Capture your thoughts and reflect daily – I like to blog about the things that I have learned at conferences. This isn’t so much to share with others as it is for me to identify the things that I found valuable in my learning each day. Not a blogger? Use a tool like Storify to capture bits and pieces of a hashtag and make your own recap with others’ social media posts.
After The Event
7. Go back and share what you learned – As teachers, we know that our students learn by doing. Therefore, take what you learned and teach someone else. The blog that I mentioned in step #6 is a great way to share what you learned. For the slightly more daring, ask to have some time at an upcoming faculty meeting to give your 5-minute Ignite-type talk about highlights of your learning to the whole staff.
8. Follow-up with attendees and presenters online – Now that you’ve made some connections with new people from the event, be sure to send a message in the weeks afterwards to strengthen that connection.
9. Blackmail yourself – Learning new and inspiring ideas at an event can be great momentum going into the beginning of the school year. However, often weeks or months pass before you even get the motivation to apply something you’ve learned and by then you are too tired with the day-to-day of school life. Rather than blow it off, blackmail yourself. Outwardly tell colleagues (online or in person) that you are going to try a new concept that you learned. Then, set a time when you are actually going to try it and publicize this as well. I like to send myself an email in the future using futureme.org or the like. Setting up that email immediately after the event ends and can immediately reignite you months later.
These steps or tips are not fool-proof, and they do require a bit of heavy lifting on the part of the normally passive conference attendee. But, if you apply some – or all of these steps – you’ll find yourself not only enjoying conferences more but also sharing that joy with other colleagues and students down the road.
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
I recently got to watch the SAMR master himself, Dr. Ruben Puentedura take the stage at iPad Summit Boston. His SAMR model research is based on years of observing one-to-one technology integration in Maine’s Student Laptop initiative (now called MLTI as we love acronyms in education). At it’s simplest form, the SAMR model states that when you introduce technology to an environment, like a classroom, generally the first thing the user will do is figure out a way to use technology as a Substitute for an existing task. As you “climb up the SAMR ladder” you see a shift of pedagogical practice from teacher-centered to student-driven. This is exemplified by the “R” in SAMR which stands for Redefinition – or, simply put, when technology allows for a creation of new tasks, previously inconceivable.
When researching our own 1:1, I kept running into this research and the more I delved into it, the more I understood and realized that in reality, it’s not a ladder at all that we are trying to climb, but something a little more nebulous and fluid. The problem with the “ladder” visual is teachers may think they have accomplished all they need to once they reach the “R” in SAMR and don’t know what to do next. This part of the visual really troubled me when talking with parents, teachers and administrators. Enter our middle school Ed Tech, Greg Garner (@classroom_tech). His approach to SAMR was simple: It isn’t a ladder that we should try to climb, but instead a pool that we need to be swimming in.
I loved his analogy because I felt it provided a better reality of what happens with SAMR in a classroom on a day-to-day basis. It even inspired me to make this clever graphic (see below).
So with full credit to Greg, here’s a quick overview of what I think it means to swim in the SAMR Swimming Pool:
Enhancement Shallow End -
You have to be comfortable wading in the water before you can venture into the deep. The ideas behind Substitution and Augmentation are that you are swimming in the pool of technology integration, but you don’t have to wear yourself out treading water. As a teacher, you know you can always just stand up and breathe. These tasks are simply technological extensions of your everyday teaching and if things get really messy, you can always step out of the pool and still get a majority of your goals accomplished. Sure, it won’t be as stimulating or engaging, but learning and traditional teaching can still happen around the edges. (just NO running!)
Similarly, like when entering a pool that’s not at the ideal temperature, teachers sometimes need to walk in slowly, allowing their bodies to adjust to this shift. Some can just jump right in, knowing their bodies will eventually adjust, and at the same time knowing they can just stand up and jump out if they need to. Others need time, going in step by step slowly and at times gasping when their body enters the depths of new pedagogical practice.
This idea of touching their toe in the water of technology integration is not new. A majority of our teachers want to test the water several times before fully submerging in it. If something should go wrong and they get water up their nose, it could be weeks before they are comfortable venturing back in. Eventually, they will get comfortable wading in the shallow end and want to venture out past the rope into the depths beyond basic technology integration.
Transformative Deep End –
Once you cross the rope, you will not be able to stand up (except maybe hopping on your tiptoes for a little while). Someone venturing into this end of the pool, must have confidence in their teaching and know that they can tread water at times, but when things are going right and redefinition is happening, it’s almost like you can walk on water.
This doesn’t happen everyday, but without the practice of stumbling around in the shallow end of the pool, teachers can drown by trying to go into the deep end too quickly. They need to think about the purpose of swimming there. Some may decide to jump off the diving board straight into the deep end and learn how to integrate from day one with a particular learning objective. Others, elect to take swimming lessons (Professional Development) and use the occasional swim noodle (instructional technology integrators) to help them stay afloat. In addition, they will want to make sure that a lifeguard (Principal) is on hand should they begin to really struggle and possibly blow the whistle when they need to take a break.
The bottom line is without time, practice, support, and motivation, rarely would a teacher elect to venture into that deep end of SAMR. The amazing thing is, once a teacher does enter that realm, they may realize that they aren’t swimming alone. Swimming in the transformative deep end doesn’t mean the students are on the side of the pool cheering you on. It means they are in the pool with you – working, collaborating, problem-solving, and creating their future with you at their side.