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!
So your district or school is planning or in the process of implementing some sort of 1:1 device initiative. Seeing as these are all the rage, seems like it’s a given that your deployment will be a smashing success, right? Here’s the truth….
…it will fail.
It may not be monumental failure, but parts of your deployment will not work. Whether it be the MDM that manages them or the rising stack of parent concerns, you will be faced with a choice as a district: retreat or carry on. In the wake of the LAUSD story and the recent Ft. Bend ISD news here in Texas about ‘re-evaluating’ their deployments, I thought it’d be a good time to reflect on why some deployments work and some don’t work. I’ll let you know that our deployment was far from flawless, as I’ve listed here, but we had tools in place to overcome issues before they became an “Implementation Killer”.
The Importance of Buy-In
A leader trying to make a splash in student learning can sometimes forget one of the most simple steps — community buy-in. While giving a device can be a transformative learning experience, without some initial buy-in from teacher leaders and community members, it will ultimately fail. This buy-in is the foundation by which all programs succeed. Having a strong foundation based on community buy-in means being able to weather the storm of students breaking restrictions or teachers being frustrated by initial classroom distraction. In our district we held 27 different meetings/presentations to staff and the community to talk about the program and its expectations over the course of the first couple of years.
Going too Fast
Technology changes by the milli-second, so there is a sense of urgency to go from pilot to full-fledged implementation overnight. This is a natural instinct, especially from those wanting to make sure that all students are on the same model of device. Unless your district is on the small-side (less than 1000 students), figure on it taking 2-3 years before you have widespread effective implementation. Can you deploy all the devices in one year? Sure, but be prepared for multiple fires to put out and for a very basic level of integration of the devices in the classroom. It’s much easier to focus you attention on smaller scenarios and fan the flames of its success into a larger implementation, rather than just have the equivalent of widespread panic throughout your buildings due to lack of support, direction and successful pilot scenarios.
Focusing on the Device
Being a part of an “iPad 1:1” means there’s immediately a label and focus on the device. If you make your program centered around the type of device you are getting, be it an android or a Chromebook, and not around the “how and why” you are doing the 1:1, you’ll make your program obsolete before it gets going. Focus your 1:1 on district goals and missions with intentional omission of what type of device you’ll use to achieve this transformative learning. By NOT focusing on a device, you can be nimble with future implementations and not pigeon-hole yourself into one type of device. It takes lots of different tools/resources to achieve a higher-level of student-driven learning.
Not Letting Instruction Guide Your Pilot
Everyone is under a time crunch. The tech department’s main job is to optimize the way devices are deployed. This usually means that it’ll be disruptive to the classroom in some form or fashion. If you base your initial deployment on location, demographics, or ease of rollout on the technology department, you’ll have some serious problems. Rather than do that, focus your initial pilot on those teams or grade levels that are the most ready and open to change. Not only will you likely have more successes to share from this group of early adopters, they will also be much more understanding when certain things don’t work. Much like the buy-in comment above, they will also be the ones that ultimately decide whether district-wide expansion is a “Must” or just a “nice to have” for all other grade levels. Choose this group wisely….
Many districts that deploy a certain device to a group also hire built-in trainers from the company that supplied the device. While this is better than nothing, this training is usually focused on how to use the device technically with a couple of classroom examples thrown into the mix if you are lucky. A deeper understanding of classroom integration is needed (and repeated). This doesn’t happen overnight or over the course of a 2-day training seminar. Districts wanting to reach those lofty goals of transforming instruction need to think about investing in either continual outsourced training from a trusted company (ideally one not tied to a particular device) or hiring staff full-time to provide just-in-time training throughout the year. One of the reasons I’ve enjoyed my work with EdTechTeacher is that they are focused on this kind of transformational integration in their workshop offerings to schools that can’t afford a full-time person. In my district, I’m fortunate enough to have a great team of “iVengers” to provide this, but again, where many districts go wrong is mentality that just dropping the devices into classrooms will make magic happen. These are a gift with a tail and it’s time we made it a priority to pay for that tail.
Investing in Parents
Parents can be an X-factor in any deployment. They can either be supportive or drive your deployment into the ground by strumming up enough negative support. It’s important to realize that these devices are not only disruptive to learning in the classroom but also to the rules and guidelines set-up in the home. While many students that take these devices home likely have their own device, supplying a device from the district means that it doesn’t belong to the family and some parents may feel uncomfortable putting rules and restrictions on this device. It’s imperative that parents have options to control these devices in some format while under their roof. This can be as simple as not letting little Junior install his own apps or requiring the student complete a list of choirs prior to having the WiFi password for the day. As painful as it can be at the moment, some of the most valuable conversations I’ve had during our deployment has come from parents not pleased with what we were doing initially. Giving them the digital tools and reinforcing their ability to “be a parent” go a long way in turning those most ardent critics into supporters of your program. In many cases, the conversations around digital wellness need to be happening before their child goes off to college. Your 1:1 deployment just brought that necessity to light so both the school and the parents should take advantage of the opportunity to dialogue with students on what’s right or wrong in the digital world.
If you are spearheading a 1:1 deployment or a teacher on the leading edge of it, you might be frustrated by the lack of others to get on the bus right away. In order to make the shift to a student-centered instructional model with the device and teacher supporting the learning, it takes time and patience. In some cases you are dealing with accomplished teachers that have been highly successful with they way they have been teaching for the past 30 some odd years. This new disruption could be an affront to their pedagogical ideals if they weren’t involved in the process (see first point on buy-in). While you’ll always have early adopters and innovators with a new device, it’s getting the next group on board that will create a tipping point of momentum towards your goals. This group of accomplished teachers makes up about 80% of your staff and for them, they need to see how this technology will not only make their lives easier, but also will make learning more meaningful for students. In some cases, this may only take one “aha” moment. In the case of the skeptical teacher it could take months or years to convince them there might be a better way. At any rate, have patience and give staff time together to plan and share their integration strategies. Giving the gift of time (in our case common-planning periods) for a team of teachers allows them freedom to think and try out new ideas in a safe environment. Some of the most powerful teaching and learning strategies come from this informal get togethers. If at all possible, build this time into the schedule of those in your pilot or full deployment. It’ll be a gift that keeps on giving.
Bottom line – If you follow all this advice, will parts of your deployment still fail? Yes. There’s no way to account for every single variable that will come your way on this adventure. However, if you have invested in these areas before, during and after deployment, you’ll find that your recovery from little failures are not only possible, you’ll become a much stronger team of teachers and learners as a result of it.Editor’s Note: For those of you that enjoyed this post, please check out its companion post on 7 Ways to Sabotage a Device Initiative posted in Edudemic.