One iPad in the Classroom? – Top 10 Apps


From a BYOD (Bring Your Own Device) programme to a 1:1 iPad initiative there are a number of options available to schools when embracing new technology in the classroom. Consequently it is becoming common for school leaders to purchase a device to trial in the classroom before making any real financial commitment.

As the iPad is currently the ‘class leader’ in education, there are many educators who have found themselves with an iPad to ‘see what it can do?’ The challenge is to demonstrate enhanced learning, so here are ten suggestions that may help:

  1. MULTIMEDIA OPTIONS – Use the camera/video to display student work to the rest of the class. A simple convertor cable will allow the iPad to be displayed on an existing VGA projector.
  2. AIR DISPLAY – Use the Airserver application to mirror your iPad to a Mac for projection. This allows the educator to move around the class and change the display when offering guidance. This has useful behaviour management implications. (If using a Windows PC, try the Reflections app.)
  3. SKITCH – Annotate any image/diagram before the lesson or in real time to illustrate a concept. Students can also be asked to complete annotations on the iPad.
  4. DROPBOX – A shared classroom account is a workflow solution. This can run alongside the ability to upload to Dropbox from the iPad and display on existing computer/projector via web based Dropbox.
  5. VOICETHREAD – A class account will allow students to collaborate online prior to the lesson and then view work via the iPad when they come together. The literacy implications of Voicethread make it an interesting initial collaboration tool.
  6. ITHOUGHTSHD – A mind mapping tool with a host of functions. Allow students to contribute to the discussion and link ideas to web addresses or photos.Works very well as the mind map can then be shared with the class.
  7. EXPLAIN EVERYTHING – Allow a student(s) to complete an interactive whiteboard slide that can be displayed as a plenary tool for the class. This has the added benefit of extensive sharing options for future reference to enhance learning.
  8. SOCRATIVE – If students have access to any internet enabled device (laptops/ICT suite) then this assessment for learning tool fits neatly into classroom practice. The instant-on nature of the iPad aids Socrative use whenever the educator wants to assess the level of learning. The ability to hide results is beneficial as it empowers students to answer without feeling too much pressure.
  9. SKYPE – Encourage collaboration across the school/country/world with other students and experts in the field of study. The mobility of the iPad allows individuals to enter the conversation or join together to contribute to discussion.
  10. EVERNOTE – Allows the educator to have resources readily available. Embed resources in schemes of learning and access them for display with one touch. The instant-on functionality of the iPad means lesson pace can be easily changed with resources to hand when required. Evernote can also be used as a shared folder utility with cross platform integrations making student access at home a simple process.

Of course there are any number of apps that will enhance learning as well as those above. From presentation (Keynote) to creation (Garageband), the beauty of the iPad is that applications are constantly being developed and with educators in mind. The ten listed above have proved successful but they are only a suggested starting point. The developing pedagogy is under constant scrutiny and the iPad should only be seen as an additional tool for the educator. That said, it is a fantastic addition to the toolbox and if you have the means I urge you to experiment.

If you have any thoughts on using the iPad in the classroom I would be very interested to hear them. Please comment below or contact me on twitter @syded06

A Day in the Life of an iPad Teacher

6.30 am: Woken by the dulcet tones of Lana Del Rey and a new ‘Wake up Light‘. Contemplate staying in bed then notice the email icon flashing with a number of new messages – check twitter.

7.00 am: Access news app whilst devouring breakfast. Apologise for spraying coffee during reaction to latest education announcement. Carefully wipe iPad screen and check all is in working order by scrolling twitter timeline.

7.20 am: Plug iPad into car stereo and load ‘Driving’ playlist. Remember not to play air drums as last nights altercation with a kerb was too close for comfort.

8.00 am: Deal with overflowing inbox on iPad whilst waiting for school computer to load. Share amusing photo with colleague that is doing ‘the rounds’ on twitter. Feel thankful todays lesson presentations and resources are accessed on iPad via Dropbox as school network is down.

8.25 am: Contemplate handing in resignation as only free period of the day has become a history cover with year 10. Decide against quitting after discovering appropriate work has been set and history teacher is on a school trip not skiving to write reports.

8.45 am: Take staff briefing notes on iPad and share with form group on Edmodo before walking to classroom. Complete registration on iPad and discuss the u14 football victory last night. Enjoy presentation by school council member made with Keynote and iMovie.

9.10 am: Lesson one with year 7 and they are all excited to share their completed projects. Regret allowing them to use any app they wanted as assessment point looms. Group complete a mind-mapping exercise whilst projects are checked and uploaded to class Dropbox account. Students share mind-map with class via Appletv and each group discuss their findings. Extended writing task is completed with detailed mind-map as a resource.

10.10 am: Lesson two starts with a mild panic as projector isn’t working. Student suggests uploading presentation to Dropbox so everyone can access it on their iPads. Feel thankful for the ‘work around’ and award commendation to student. Secretly wish more attention had been paid during that iPad training session on workflow. Concern over the lesson objectives is relieved by a Socrative quiz to check progress. Report is downloaded and sent to email to dissect later but initial answers appear correct. Development task is completed in ‘Pages‘ and uploaded to Edmodo for assessment.

11.10 am: Break-time and the slow walk around the playground begins. Twitter conversation is instigated with  ‘virtual friend’ about the alarming changes to exams announced this morning. Thankful to colleague who brings out cup of coffee. Shake head when he mocks being on twitter again.

11.30 am: The dreaded cover period is made easier by the history students engaging in research on their iPads. Remember that the software that blocks inappropriate apps on the wireless network will stop them playing games. Still walk around room to check the research is relevant. Mark assessments on iPad using the annotation tool in Edmodo and send back to students for correction. Nostalgically reflect when assessment was a two week process with a single lesson per week.

12.30 pm: Lesson four begins with a pre-recorded Explain Everything slide. The idea is that students will work together to discover the answer to the problem. Share different slides with improving students via Edmodo and encourage them to listen to the hints and tips. Annotate one groups work with the Airpresenter app and display to the group. Stand back and realise how much energy is in the room and check to see if all students are on task. Ask class to complete Socrative exit ticket to show head of department later.

1.30 pm: Lunch-time and after a quick sandwich join the badminton club. Happy to help the PE department as it allows for some exercise during the day. Feel a little sheepish when a student analyses your jump smash with an app on his iPad. Somehow he has managed to illustrate five different faults but accept his ‘experimenting for A level moderation’ excuse.

2.30 pm: Lesson 5 and the inevitable post-lunch malaise is alleviated by a learning challenge. Using any app (why do it!) students are required to teach the lesson objectives to a ‘virtual alien’. The best two will be shown at the end via Appletv and receive commendations. Headteacher walks in just as one group complete their ‘stop-motion‘ animation. The smile and nod has the feeling of ambiguity but hopefully errs on the positive side. After receiving numerous commendations the students are disappointed to learn homework is an extended writing piece. They are sated by a reminder about the examination process and the need to complete writing tasks.

4.00 pm: With double strength coffee in hand, set about annotating syllabus sheets for sixth form using Goodreader app for iPad. Upload sheets to Dropbox and inform group, via department twitter, that they are available. Mark assessment papers for year 11 and promise to ‘unleash hell’ if tomorrow’s free period is taken away. Check personal twitter.

5.45 pm: Drive home with second half of ‘Driving’ playlist passing the time. Ignore the ‘ping’ of new notifications on the iPad thinking they can wait till tomorrow.

6.30 pm: Stay in car and check twitter.

7.15 pm: Discuss days events over dinner and promise to show how the twitter world has been up in arms about the government announcement. Ignore the eye-rolling and suggest twitter is for everyone – do the washing up as penance.

8.30 pm: Watch favourite programme in the bath using TV Catchup application for iPad. It still feels that the bathroom has been upgraded now it has a ‘television’ in it.

10.00 pm: Reset alarm for a ten minute lie-in tomorrow. Check twitter one last time.

11.15 pm: Fall asleep.

A Day in the Life of an iPad Student

7.00 am: Woken by fancy chime and skyscraper illumination on iPad. Switch off and go back to sleep.

7.15 am: Woken by beeping Angry Bird effect and grudgingly get up for school. Head down to breakfast to find Dad has somehow got hold of the iPad and is catching up on ‘that Piers Morgan and Lord Sugar arguing about grammar again’?

7.45 am: Mum waves goodbye as Dad brings iPad charger out ‘just in case the battery runs low’. It is charged overnight but Dad’s laptop is always running out of power. Strangely the iPad hasn’t run out at school yet.

7.55 am: Find seat on bus and use famous ‘inside PE shirt, inside bag’ technique to play Temple Run on iPad. Not allowed to take the iPad out on the bus but no-one has caught me at it.

8.25 am: Arrive at school and remind friends that the ‘iPad lost it’ excuse doesn’t work. Not sure how it does it but it remembers everything that is put into every app. Eat cookie satisfied that geography homework was completed a day early.

8.45 am: Registration and while we are answering our names the ‘iPad teacher‘ comes in to remind us about sharing folders in Dropbox and how to use the Edmodo conversation wall. It’s all very easy but he keeps telling us over and over again!

9.05 am: First lesson and we have to do a quiz straight away. We use the Socrative app and we answer five multiple choice questions and a short answer question with our name on. I could have told the teacher I knew all the answers but she wants to ‘keep the information on her iPad’. We put the iPads away and then have a discussion with prompt questions that are put on our desks. Every now and again we have to suggest the most important points for the board. The information helps as we get our iPads out again and complete an Explain Everything slide to show what we have learnt. I remember pictures better so I include three and record an audio sentence to help me later. They will be shared with the teacher later apparently, probably Dropbox.

10.05 am: Second lesson and the teacher tells us off for getting our iPads out. Put iPad back in bag and remember last time I got caught with it on my desk. The textbooks have our activities in and although it is heavy it is easy to read. One of my classmates is sent outside for trying to look up the meaning of a word on his iPad. It was so obvious I promise to show him the ‘inside PE shirt’ technique. Homework is relatively easy as we just have to complete classwork.

11.05 am: Break-time and whilst eating my lunch, I sneakily show my friend the iMovie trailer I made for French. I know he is jealous of the editing and promise I will show him how to fade the visuals – I won’t.

11.30 am: Third lesson and as usual we use loads of material. While we are completing our artistic impression we use the pictures/help sheet in our shared Dropbox folder to assist with our work. I use the ‘define’ option on the iPad as I don’t understand many of the terms although my teacher does help me. We are encouraged to take a number of photos of our work as we are going to put together a portfolio. There is so much going on I keep taking photos and video of my friend explaining the last part of the lesson. The teacher encourages me as I struggled a couple of weeks ago. We are visited by a Senior teacher in the lesson and he asks me about my work. He laughs when I reply ‘I’ve got a lot going on but it will all work out’.

12.30 pm: Fourth lesson and we know not to get the iPads out. I’m always amazed how well the teacher can talk and how interesting his stories are. We take notes that we will revise from. There is a lot of stuff on the whiteboard but it is quite easy to copy from the slides. Hopefully I will do well in the test next week.

1.30 pm: Lunch and the usual wait in line to buy food having eaten everything at break-time. Thankfully, I have remembered to put the iPad in my locker as I observe my friend being told off for having it out at lunchtime. See my French teacher and tell them about my iMovie project – can’t wait till the lesson tomorrow. Join in tennis club for twenty minutes, so glad I had my kit. There is a senior boy doing a skills analysis activity on an iPad. I’m a little bit jealous as he annotates the video and compares his friend to an elite sportsman. Apparently the app is called Tennis Coach Plus HD!

2.30 pm: Last lesson and we know we will be using a lot of apps as it’s the ‘iPad teacher’. Yet again he is introducing something new as we open up Audioboo. I enjoy the notes we make in Notability, with internet photos, and the use of Wordfoto to illustrate key terms. Our homework is set on Edmodo and we will upload it by next week. I like that way of doing it as it is marked by the teacher electronically and I receive it before next lesson. Apparently he dictates his annotations using his iPad and it appears on my work. I don’t really understand how it works it but his feedback is much longer now.

3.30 pm: Hometime and I’m glad to get on the bus. I’m very thankful the iPad case is zipped up as I drop my bag when a bigger boy is causing trouble. The walk from the bus stop to home is a bit easier now as I have less books.

4.45 pm: After snack time I start to complete my homework. The Edmodo assignments are easy to access and there are notes to help us from the teacher. I upload the work, complete with pictures from the internet, and know I will receive my feedback next week. Whilst completing another assignment I ask my friends about a tricky technique on the Edmodo wall. Thankfully they know the answer and I change my Skitch annotation to suit. The final homework is in my exercise book and I know I have to hand it in next week. It normally gets marked before our next set of grades so it will count I think.

6.00 pm: Dinnertime and I am keen to tell my parents about my iMovie trailer. I hint that my French teacher is looking forward to seeing it and I should get an achievement point. At least I think that’s what she said! Try to explain Audioboo to Dad but I don’t think he understands. End up telling him I will be able to listen to my voice to help me revise. He seems happy.

7.15 pm: Overhear my parents having a ‘discussion’ about the fact that something is not a toy and should be used to help ‘our son’. If it’s ‘Angry Birds’ that I showed Dad last week then I wish I hadn’t shown him. In fact, come to think of it, whenever I turn the iPad screen on the ‘Angry Birds’ music starts up.

9.00 pm: Bedtime and just remember to put the iPad on charge. Thought I had lost the charger and then remembered Dad had made me take it to school so it was in my bag. Can’t wait for period two French. The Appletv thing lets me show my iMovie to the whole class.

(Disclaimer – Author is the teacher of period 2)

The iPad and the England Football Team (or top 11 apps for education!)

GoalkeeperExplain Everything aka Joe Hart

Truly world class. Has all the tools required of an interactive whiteboard app with sharing options second to none. Developed into a class performer after adding multiple slides with slick UI. Never lets you down and commands learning when educator and student are challenged appropriately. One of the first names on the team sheet and has a long career ahead of it.

Left BackFlipboard aka Ashley Cole

Makes it into any World XI. Almost the complete player with many streams of information collated into one handy app. Has learnt from an excellent array of colleagues to enhance learning with filtered content adapted to the users.

Central DefenderSocrative aka John Terry

You don’t want to pick it but it just does the job. An outstanding assessment for learning tool, Socrative will always contribute to the lesson performance and is very keen to offer an opinion. Whenever a team member passes on information Socrative will always report back with authority. (As a side note you still dislike it as it won’t even rotate when you turn the iPad.)

Central DefenderGoodreader aka Joleon Lescott

Not the most beautiful app and had limitations in relation to uploads and sharing to other platforms. However, as a pdf annotator, that has blossomed to use with almost any file type, it has had an outstanding year. The team would not function without it and workflow would be hampered between colleagues and students.

Right BackDisplay Recorder aka Glen Johnson

Has all the makings of an outstanding player but you wish it would perform its primary function slightly better. The concept of recording the iPad screen with playback and sharing to youtube is superb. However, it is a little ‘laggy’ and struggles to dovetail with other apps in playback.

Left WingVideoscribe aka Ashley Young

Has the potential to be a world class presentation tool with the ‘wow’ factor and real productivity. An ability to bring a ‘talk’ to life creates curiosity for the audience and offers moments of creative flair. The app is catching up with the desktop version and shares its efforts on a world stage.

Central MidfieldEvernote aka Scott Parker

A real stalwart. A very effective tool that is required for the rest of the team to function. Recalls information and gives it to other players to use as appropriate. Without it as a backup educators are swamped by the opposition. Its search options and dedicated style make it a must have app.

Central Midfield (Captain) – iMovie aka Steven Gerrard

The most creative player with eye-catching ability and superslick performance. Always performs and stimulates students trying to demonstrate their learning. Regardless of content it always offers a solution and the creation process unlocks barriers to progress. A true leader in its field, this app should form part of any team.

Right WingDropbox aka James Milner

Functional, dependable and experienced. Without this app workflow is more difficult. Integrated with the majority of his teammates (not Manchester United players) this app allows moves to continue whilst remaining an excellent fallback that others can lean on. The cloud service you need but don’t think about.

StrikerEdmodo aka Wayne Rooney

A must have for all educators and a way to communicate with every aspect of the the learning support mechanism. Has the ability to bring everyone together, but can let you down as an app if you push the wrong buttons! The team would be poorer for its exclusion so should form the mainstay of an educators strike force. In Edmodo we trust . .

StrikeriTunesU/iBooks Author aka Danny Welbeck

It will be fantastic if you could just unlock its potential. Every comment about this application is positive but not realised by the majority of educators.There are already flashes of brilliance but it requires work so drifts out of games. Hopefully, this combination will become the most important part of the team. We shall see!

Manager – New iPad aka Roy Hodgson

The glue that holds the team together. Works efficiently, doesn’t show off, dependable and available when required. Has an answer for everything but on its own doesn’t claim credit for success.

Please feel free to recommend apps for the substitute bench 🙂

(with thanks to Matthew Pullen)

Twitter in Education – Barriers and possible solutions?

After a wry commentary on the ‘10 Stages of Twitter‘ many educators have commented on the barriers that exist to twitter use. As a proposed channel of communication for iPad use in school, it is important to investigate these barriers and address them for staff.

  • ACCESS – It is all very well popping onto twitter if you have a smartphone that allows you access with one tap of an icon. It is a very different experience if you are logging in via the website just to scroll through a timeline you don’t engage with
  • UNDERSTANDING – Twitter fans have countless tales to tell about colleagues who ‘don’t get twitter’. It is a difficult medium to explain sometimes, even though its simplicity is its strength. A virtual chat with people you have never met is alien to some, particularly those who use Facebook as a measuring tool. Friends on Facebook have a link that suggests a reason for communication. The most positive experiences on twitter can come from people who merely share a common interest
  • STIGMA aka ‘GET A LIFE’ – Why waste time on twitter when you should be living your life? There is a balance to be found with social media but in order to witness the benefits of twitter, a little time needs to be invested. The resistance to ‘new’ social media is easily supported by a flippant rejection citing the ‘youth of today’. This stigma needs to be removed as the positives far outweigh the negatives
  • TIME – Adding to the burden of paperwork and information isn’t an option for most colleagues and immediately creates an issue. ‘Converts’ appreciate that twitter can actually save time but this doesn’t help any new observer. In terms of time spent, developing a Personal Learning Network is front-loaded. This can prove daunting and lead to a dismissal of worth
  • PUBLIC OPINION – The spectre of judgement by a public audience is of great concern to many. The fact that tweets are in the public domain,or unsuitable, has been demonised by many commentators. The rule that ‘if you wouldn’t say it to your grandmother, don’t tweet it’ isn’t enough of an explanation.

A number of solutions have been suggested to remove these barriers and are proving fruitful alongside our iPad trial:

  • Allow time for twitter professional development with any presentation immediately followed up with individual trouble-shooting and support
  • Create a ‘ring-fenced‘ twitter trial zone. In reality this is a number of protected twitter accounts that follow each other with no fear of external input
  • Provide staff with a mobile device with easy access to twitter
  • Publish case studies and evidence of twitter enhancing learning for students. Staffroom information gleaned from a twitter source is particularly useful
  • Interact with any new colleague on twitter to encourage repetition of ‘good practice’. Simply conducting a twitter chat can illustrate how easy the process can be
  • Encourage the following of hashtags to illustrate the variety of language used by members of the twitter community

The desire of twitter educators to introduce the medium to colleagues is fuelled by the very reason they are so keen on the medium. The collaborative nature of the twitter community directly complements the sharing of good practice within an establishment.

If I’m honest I hope we are successful in introducing as many colleagues as possible to twitter. Professional development doesn’t get much better?

Teachers – The 10 Stages of Twitter


Stage 1

Sign up to twitter following persuasion/pestering by colleagues. Follow Stephen Fry, a famous sportsman/popstar and a news channel. Read a few tweets, don’t understand what the fuss is about and mock anyone who uses twitter.

Stage 2

Overhear colleagues chatting about twitter and a great article they found. Promise to give it a go again and follow two or three recommendations. Find articles interesting and wonder how to get more. Nervously ask colleagues for help/who to follow and start to visit timeline a couple of times a week.

Stage 3

Think about posting first tweet. In an act of tremendous bravery write: ‘My first tweet, wondering what this twitter thing is all about?’ Sit waiting for a response – feel unloved.

Stage 4

Upon realising you have no followers ask colleagues how to get them? Watch ‘how to’ video on youtube and receive follows from a few educators – strangely Stephen Fry remains uninterested.

Stage 5

Have a mini twitter conversation with colleague, even retweet a couple of statements. Forget the @name and wonder why they don’t reply to your last question. Back to ‘how to’ video and sob quietly when the word hashtag is mentioned.

Stage 6

Practise a couple of tweets that include @names and hashtags. Compare with other tweets on timeline and finally send. Remember to click on hashtag to see other comments. Feel proud that you chose the #edchat timeline and impressed with the amount of followers some people have – decide to follow them.

Stage 7

Retweet any link you find interesting as people might read them. Begin to interact with ‘tweeps’ you have never met and who seem keen to help you. Discover they are prepared to share resources that may be of interest and tell them how great they are. Begin to tweet articles you find on the internet or in Zite magazine. Enjoy the responses. Comment how lovely people are. Followback anyone that follows. Actively search for new people to follow (partly so they will return the favour).

Stage 8

Thank colleagues for introducing you to twitter, impressed with the knowledge you have gleaned and your growing number of followers. Spread the word amongst friends and fellow educators. React badly when partner points out a mild addiction and a crick in your neck. Tweet how ridiculous it is that people aren’t on twitter. Join in weekly twitter chats using education hashtags.

Stage 9

Reflect that twitter is an incredibly positive place and everyone is full of praise. Realise there is a need to filter information and make own judgements. Start a blog to better communicate ideas and tweet to garner opinion. Understand that the more you interact with followers the more honest the feedback. Direct message to your heart’s content. Feel pleased you have developed a Personal Learning Network (PLN). Use the phrase ‘twitter is the best staffroom/cpd in the world’ on numerous occasions.

Stage 10 (the reason for this post)

When seeking opinion from a range of people, ask PLN to respond. Begin a twitter chat that not only informs but provokes fresh debate and develops your idea. Wonder what you ever did before twitter?

Stage 10 happened recently with a question:

Help, pretty please – Would you give iPad2 or the new iPad to your students if you had the choice and why? #ukedchat #edchat #ipaded

This graphic illustrates the variety of comment and the reason twitter is an outstanding tool for educators everywhere.

A number of different opinions were offered and that allowed for a more informed debate to be had in school the next day.  We would not have considered many factors if the twitter chat had been missing from the process. How else would we connect with so many experienced professionals in such a short period of time?

Twitter is a fantastic resource for educators around the world and I am indebted to past, present and future folk willing to contribute, inform and debate. The common goal is to enhance learning for our students and educators on twitter are so pro-active it makes you proud to be amongst them (sobbing starts again).

I look forward to the next 10 stages.

Evaluating an iPad Trial in School

‘How are you going to measure the success of the iPad trial?’

  • Grades?
  • Student work?
  • Staff feedback?
  • Student feedback?
  • Focus groups/Questionnaires/Anecdotes?
  • SLT?

A topic that promotes in-depth discussion.

There is no easy answer. Fifteen teachers will provide feedback and represent a cross section of subjects and experience. Thirty students will be keen to present their views but may be swayed by the technology or the ‘privilege’ of being part of the trial. A collection of data will be in-house and only comparable to a handful of similar schools.

The decision to move forward with a 1:1 programme is therefore based on ‘soft’ evidence and provokes debate. How can we roll-out to year groups and teachers based on one terms use? Some staff only teach the trial group once a week and with exams and bank holidays in abundance, are they a true reflection?

Any decision must also take into account whole school implications:

  • A developing pedagogy
  • Cost of wireless network and support
  • Training of staff and acceptance of new technology
  • Training of students and workflow
  • Assessment modification
  • Parental support
  • Lease/purchase device
  • E-safety

Concern is tempered by the amount of schools who have moved forward with a 1:1 iPad programme, particularly in Australia and USA. There is plenty of positive evidence to be found with ‘hard’ data to suggest that a roll-out is appropriate. We are also supported by the success of the pre-trial, BYOD sixth form class who responded very well to the new environment, Their unit test scores fuelled the KS3 summer term experiment and provide a contrasting school view.

There are a number of presentations to prepare for with SLT, governors, parents and staff all interested observers. They will expect data to support conclusion with the trial group compared to similar, non iPad, classes in the school. However, the majority of evidence will be from opinion and observation which we hope will be a true reflection of the positives and negatives of the scheme. Hence the reason for this post.

If you are contemplating using iPads in your classroom what evidence would you like to see? The grades by which we are all judged, GCSE and A level, will not provide data for at least twelve months. Why would a teacher try to use a device to enhance learning based on anecdotal feedback?

I am left in no doubt that the iPad is a ‘game-changer’ for education, if used appropriately, by a skilled teacher. I am also convinced that it has a place alongside existing technology to further our students education. A whole school programme has so many ramifications we want to make sure we make the right decision and that must not be based on the opinion of a minority.

All thoughts very welcome.