For generations, the main areas of learning in the classroom have been the same. Reading, Writing, Math, Science, and Social Studies. These “core” subject areas of curriculum have been a focus of American learners since the mid-20th century. These subject areas were thought to be the essential curriculum necessary to prepare the youth for success in college and the workplace. The manner in which these subject areas were taught mirrored the factory model method in which they were delivered. Content was passed back, row-by-row, as students repeated tasks and built skills over time.
While both traditional teaching styles and core subject areas have been slow to change to the modern world, the new area of mobile devices in classrooms is disrupting all of our previous ideologies around these sacred pillars of education. Repetitive tasks can now be gamified into forms that create critical thinking. Fact-based content can now easily be searched, opening up time to work on association and application of that information. Science and Math have given way to STEM. Reading and writing are now being embedded throughout the curriculum in a more project-based approach.
As these changes collide in a classroom that now welcome mobile devices, the modern teacher needs to think about how this affects change in their classroom in multiple areas. In Book #4 of the Mobile Learning Mindset, I represent this transition in a concept I call the Mobile Learning Quadrant (MLQ).
The four areas of the MLQ are Content, Space, Interaction and Time. Here’s a brief overview of how these four quadrants can change in a mobile learning environment:
While much of the content in education is still based on the core subject areas (driven mostly by traditionalism and standardized testing), it now begins to take on a much more interactive form with mobile devices. Initial iterations of content on mobile devices meant glorified PDFs in the form of online textbooks. Still, at the beginning, mobile learning meant consuming content on a screen rather than in a book. In the new mobile learning environment, content must shift from consumption to creation. Rather than reading the textbook online, students can create their own textbook to demonstrate learning.
The days of having desks in rows are over. It’s time to write an obituary to the student desk. Obviously the word “mobile” applies to much more than just devices. However, in many classrooms this isn’t the case. Devices are distributed to engage learners, yet really all they do is replace their paper notebook as students sit in rows and take notes on their Chromebooks. The mobile learning environment should contain flexible spaces that encourage interaction and collaboration with others in the room and online. It doesn’t always have to be an expensive new modern chair either. Many teachers are hacking their spaces with bean bag chairs, exercise balls and pub tables. Learning doesn’t even have to be contained within the classroom walls anymore. Teachers assessing their space in the MLQ should determine how much of their students’ time is spent in static spaces versus dynamic ones.
With more flexible space comes more meaningful interaction amongst students. When I took part in the #Student4aDay Challenge, in the classrooms where the space was static, there was little to know interaction between student to student. In fact, most of the interaction was uni-directional (teacher to student). However, in the classrooms with more flexible space and student created content, interaction becomes much more collaborative in nature rather than isolated.
All of the above quadrants can still happen without technology or mobile devices. While mobile devices make them all much more possible and dynamic, much of it depends on how the teacher integrates them. The ability to shift learning from a set-time every day to more on-demand can only happen with technology. Remember only a couple of decades ago when in order to watch the next great episode of the Facts of Life, it meant that you had to sit in front of the television at 7:30 on Thursday night? If you missed it, you missed it. In our schools you could apply that same rule to the class schedule. If you are the type of person that learns math best in the afternoon but have to take math at 9:30 in the morning, you also “miss” it. Now with flipped classrooms and blended learning in a mobile environment, we can “bend” time to make the necessary content much more available on demand.
Infusing mobile learning into a classroom where students consume content in isolation in a desk at a set time of day is a waste in some ways. Creating flexible spaces that encourage collaboration to create content and an environment where learning can happen 24/7 is truly a thing to behold. Leveraging the MLQ in this way can really begin to move the needle when it comes to efficiency of learning with mobile devices.
Now, if we can just do something about those standardized tests…
Editor’s note: This post is based on the book series Mobile Learning Mindset. This 6-book series explores how each key stakeholder can best support a mobile learning initiative. The first two books are already out and can be purchased here. Books 3 (focused on coaches and professional learning) and book 4 (focused on the teacher and classroom environment) are set to be published at the end of September.
As mentioned in a previous post (Choosing the Next Device), we are moving forward with iPads in all K-12 grade levels but our new model will look and feel much different than the previous one. When we embarked on the 1:1 in 2011, there was really no systems designed to distribute and manage our devices. Workflow was an issue (we used email mostly). While we put restrictions on the devices in terms of age-appropriate app downloads, it was impossible to completely block all “non-instructional” apps without completely locking down the device.
With the release of iOS 9.3 and the subsequent update of our JAMF server, Apple has revamped classroom and technology support of iPads in education. Below are some of the newest features that Eanes ISD will be taking advantage of in order to optimize the use of these tools for learning.
1. Eanes App Store
Some of the feedback our Digital Learning Task Force received from teachers, students and parents was that non-instructional apps were a distraction when it came to learning. While we have restricted some of this usage over the years, we will now have the ability to completely remove Apple’s App Store from the device. Students will only have access to apps that we provision in the Self-Service app (examples below) which will act as a sort of “Eanes App Store”. (see infographic at the bottom of this post) We also now have additional flexibility to give some students, based on learning need and responsibility, access to the actual app store at some point.
Teachers and students will still have the ability to request apps which can be added to this new Eanes App Store. By doing this we’ll also be addressing another concern that was raised in that we have too many apps being used all over the district. This will allow us to better align both horizontally and vertically the apps that we are providing to our students throughout the district.
New Apple Management
The new iOS will allow for better management and deployment which will also help address another issue raised with the DLTF. Many students didn’t receive their iPads until a few weeks into the school year. Since most of our instructional materials are now digital, this caused quite an issue. With the new management software, we’ll be able to deploy devices much sooner, getting instructional materials and digital tools for learning at an earlier date than before.
Apple Classroom is a new tool that was just launched by Apple during its latest announcement on Monday, March 21. This new tool will act as a “Teacher’s Assistant” of sorts in that teachers can glance at all the screens of their students on their own screen to check for off-task behavior. Additionally, the teacher can reset passcodes, remote launch and lock apps on student devices, and select a student’s device to view on the big screen wirelessly.
In closing, we’ve come a long way since that initial deployment in 2011. We’ve seen many things NOT to do and many amazing projects and benefits as a result of having mobile technology in our classrooms. This next phase of our 1:1 will bring even deeper learning as we continue to focus our instructional use and make learning truly personal for all of our students.
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’m always running across people saying, “don’t you wish there was an app for that”. Sometimes I’m surprised to find that actually is an app for “that”. With over 500,000 apps in the iOS marketplace, it’s hard to imagine that we could even need any more. So as the new year begins, here are some I think should be created this year. Some of these are very pie-in-the-sky and require quite a bit of other things to happen in order to be used effectively, but hey! It’s the New Year! Anything is possible right?
1. RefriderMinder – Just in time for those New Year’s weight-loss resolutions out there! Ever wonder what’s in your fridge but your at the store already? Ever get surprised by that old tub of sour cream that’s gone green earlier than you thought? That’s where “RefridgerMinder” app comes in handy. This app can actually detect what’s in your fridge! (Note: “SmartFridge” and optional bar code scanner readers and weight sensors not included) Imagine it, when you put food in your fridge it instantly scans it and let’s you know the expiration date. Enable push notifications to warn you when something is reaching expiration or running out (via weight sensors). With an optional upgrade, you could even have the nutritional information fed to your favorite weight-loss app. If you purchase accompanying tupperware with an electric date/time diode on the lid, your left-overs could communicate to you as well. Finally, if you really wanted to go all out, mini-cams could be installed on fridge shelves that let you actually look at what’s in your fridge via this app. There will also be a companion app called “PantryMinder” coming out not too long after this.
2. BreadCrumbs – During our recent visit to the Big Island of Hawaii, my wife commented to me while we were driving by landmarks, “wouldn’t it be nice if we could have an audio tour happening right now that tells us what significant stuff is around us?”. With the geo-location feature on iDevices, it would be easy enough to enable audio to come on based on your location and the direction your are facing. In fact, there are already a couple apps out there already that already do that. This app would take it even a step further. Users could input their own images, videos, and audio based and geo-tag the location where they are for other users to experience what they experienced. Volcano not erupting the day your are there? No problem! Click on a user-video from the exact spot your are standing and experience an augmented reality version of the volcano erupting.
3. YouTube Ed Edition – This one is exactly what it sounds like. There are a lot of “filtered” apps out there like Kideos, which will categorize some YouTube videos by age level. However, with the recent release of Youtube.com/education, I hope it’s only a matter of time before a separate YouTube Ed Edition app appears on our devices.
4. GreenLightGo – I know we are not supposed to check email or text in our cars. In fact, many states are outlawing the use of any cell phone while the car is in motion. Playing by the rules means we are stuck reading or responding to as much as we can in the 2 minutes it takes for a traffic light to cycle through. Often times, I’m so into my response or research that I don’t notice the light has changed until I’m gently reminded via a driver’s honk to my rear. This app solves that problem. Simply run this app in the background of your device, then when the light you are facing turns green, the screen flashes and sends a small audio alert letting you know it’s time to move. Sounds simple enough right? The trick would be getting the highway department to let this app access their traffic signal cycles.
5. URL in a Flash – The one GIANT roadblock/question I get when talking about iDevices in school or anywhere else is the “yeah, but it doesn’t run flash” response. There are currently several apps that claim to enable some sort of flash integration on the iPad. (Photon being the best, albeit a little clunky and not cheap. Rover is a more limited free option.) With the recent openess of Adobe towards Apple I think a true everything app that runs flash will be out there soon, only in all reality it likely won’t look like this. It will probably be blue with a compass on it and be called “Safari”.
So there you have it. Just enough to wet your appetite to the possibilities. I know I might be giving away a ton of money in free ideas, but the reality is I just want to see these apps invented. (I also didn’t share my top 3 ideas as I do actually hope to invent those 🙂 The scary thing is, I think we all have these rattling around in our heads. I just chose to create fake app icons and put them on a blog. What app have you thought of? Please share via comments below or invent it and share it with me!
I’ve been gathering several lists of “Must Have” apps for various educational levels and subject areas. These come from all sorts of different blogs, websites and sources that I’ve found useful and used on our district iPads at some point this year. One of the things I love about many of these sites is that they give you some ideas as to how to use and integrate them too. So feel free to bookmark this and add more lists to the comments below. Enjoy!
So, this is a start. All told there are over 3200 Apps listed above (not including Apple’s education site which lists all 20,000+ Edu Apps) and hopefully some tools and ideas for integrating them.
Adding more here:
I’ve been on a journey to a magical land where the world is positive, the weather is always 72 degrees, and the food comes at you in loads that you don’t have to pay for. You may think- is this Heaven? Or is this a scene from Albert Brook’s underrated comedy “Defending Your Life”?
No. This is Cupertino, California. The words “yes, but” never enters their vocabulary. The phrase “you can’t do that” doesn’t ever weed it’s way into the vernacular here.
I was recently honored to be part of a select group of 15 administrators from 11 different states picked to be a part of “Apple Academy”. I know what your thinking – there goes Carl taking big gulps of the Apple Kool-aid again. Normally, I’d agree with you. Or worse – say “yes, but”. However the enlightening part about this trip has nothing to do with Apple products or their world of 350,000 apps (over 20,000 in education alone).
It’s in their attitude.
It’s in the people they hire.
It’s absolutely contagious.
I came away with greater knowledge of how Apple will improve our education, but more than anything else I wanted to bottle their “Yes, and” attitude and feed it to my staff.
While Apple didn’t develop the mantra “Yes, and”, it’s certainly a part of their life’s blood.
We in education become too hung up on the “Yes, but’s” in the world. We use as a way to scapegoat to avoid change.
Yes, but we have state testing to worry about.
Yes, but we have too much distraction in the classroom already.
Yes, but what will the community think about all of this change?
These are all things I heard upon return from my journey. While it grounded me quickly and forced reality on me in a way that almost made me hurl, I could now palpably taste the negativity in the air. We’ve grown so adapted to the extra burden of “yes, but” that we are accustomed to carrying the extra weight.
My journey to Apple-land freed me of those weights.
And while I will try my best not to put them back on again, I also want my co-workers to experience the freedom of living in a “yes, and” world. Life becomes so much more livable. Work becomes so much more enjoyable. You just have to commit to it.
And a journey to Cupertino wouldn’t hurt either. 🙂
Editor’s note: This article posted from my iPhone.