This Is A Great Time To Be A Teacher

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For the purposes of this blogpost the political football that is education has been ‘kicked’ to one side.

Choice. A frequently used word when talking about pedagogy in 2013. The options available to teachers and their learners are countless. The variation in a child’s school day should be applauded and the engagement with learning is an obvious consequence. This is a great time to be a teacher.

I’m convinced that the way I was taught in the 80’s and 90’s didn’t prepare me particularly well for 21st Century employment. This is not to lay blame at the door of my teachers. They were well equipped with the ‘tools of the trade’ at the time but lesson after lesson was largely filled with note taking. I do remember facts from my schooldays and I was well prepared for the exams. However, few aspects of my classroom learning helped with my post school days. I had very engaging teachers from a presentation point of view, but, on reflection, I don’t remember being challenged frequently. If I’m honest I learnt more from the non-examined areas of school life that allowed me to understand the importance of teamwork, leadership and collaboration.

The last three months of my own teaching career have cemented the opinion that pedagogy is shifting for the better. A change of schools has introduced me to the International Baccalaureate that is streets ahead of its A level counterpart. As well as its breadth and depth the Theory of Knowledge component challenges learners and teachers to think twice about the process in which they are involved. It is so important to our Foundation that every student takes the ToK course in the sixth form even if A levels are their chosen certificate. Indeed upon visiting a 2013 school leaver at Utrecht University it was interesting to note that she believed the ToK course was the most useful aspect of her sixth form learning.

At this point I should state I have moved past the debate of whether tablets or smartphones should be used in the classroom. A tool is just a tool. If you want students to write notes in lesson time and listen to the ‘story’ then a tablet isn’t necessarily worth considering. This is an excellent option for learning in some circumstances and should not be challenged for the sake of argument. However, because of the availability of tablets, we can now change the learning process and vary its components. Five years ago it was virtually impossible to expose learners to the wealth of resources we can now at the touch of a screen. Tablets allow the learner to record video evidence of their science experiment and more importantly their explanation. Tablets provide a platform for real time feedback from every learner. Tablets allow the learner to access multiple resources at their desk in the classroom where appropriate. Tablets allow the learner to collaborate with peers in the classroom, down the hall, across the country and the other side of the world…. you get the idea.

These options are available, where appropriate, in the learning process and are made possible by the technology. As a teacher it is my job to select the right time to use a tool and guide the learner. It has never been easier to challenge a group of students with various stimuli. I am grateful that the technology exists to remove the barriers to the lessons I have always wanted to teach but found impossible to put together. Even a simple back channel (using Twitter or Edmodo) allows students to have a voice where they otherwise might be shy or fearful of asking a simple question. A challenge that every teacher faces. (As an aside it is interesting that the technology that exists to connect our students is having a dramatic effect on teachers. The power of social media to engage, provoke debate and challenge opinion has led to a platform that can only benefit the profession.)

It is a great time to be a teacher because we have the tools available to us that provide increased scope for engagement, stimulation and creativity. It is a great time to be a teacher because there are qualifications available that challenge the exam factory ideal. It is a great time to be a teacher because we are so connected with information and each other that opportunity is presented daily.

It is a great time to be a teacher because we need to learn with our students.

 

Everybody ‘googles’ everything. This tool might make you think!

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Employers ‘google’ you. Friends ‘google’ you. You ‘google’ you!

We are constantly reminded of the importance of our online presence as day after day someone has their world changed by a careless tweet or inappropriate photograph. The importance of a digital footprint is understood by many, but perhaps most aren’t quite sure just how they are viewed ‘online’. I’m not talking about an image search, or Facebook post from your teens (although these are very important); it is more that how you are viewed ‘online’ should support your chosen path.

Take a student who wants to earn a place as an intern for a law firm. A Google search doesn’t indicate anything untoward and the candidate is called for interview by the firm. Wouldn’t it be an advantage if that ‘search’ highlighted just how committed to a career in law that student was? Not only would they be called for interview on the strength of their application, but their chance of success might be improved by a clear online interest in the field of law.

Enter Rebelmouse.com

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(click image to view site)

It would do this site an injustice to just call it a social media aggregator (you can also write posts on it or ask other people to contribute). It pulls together your online presence and highlights your interests through Twitter, Google+, Facebook, WordPress and many more. It displays your interactions and interests on social media sites and gives a very quick impression of your online presence. Each tile can then be accessed allowing blogposts to be read or articles/videos viewed.

Actions brought together on Rebelmouse include:

Read more here – www.rebelmouse.com/rebelmouse/FAQ/

I should point out that I am a strong advocate of having two separate online profiles, professional and social. Every student I advise is reminded of the need to keep the social part private and the professional side public. This means that sites like Rebelmouse.com only pull together the professional aspects of a student’s online profile. If we go back to our law student, the professional social media accounts should reference law, among other interests, so the Rebelmouse site can bring together an impressive catalogue of interest and interaction.

With the help of sites like Rebelmouse.com the aim would be for our student’s online presence to be supported by:

  • A blog linked to the area of interest
  • A Twitter account that follows and interacts with a relevant community
  • A Google+ account that posts regularly, particularly regarding multimedia resources

In addition a student could link any of the popular social media sites as long as it maintains a professional aspect.

I realise that there are many implications linked to creating an online presence like this, but I see it as crucial to our students’ employability. I’m not suggesting they will receive an offer of employment because of it. Rather, that employers will look favourably on an individual who can easily prove their interest and commitment to a profession.

Of course that all depends if they know what they would like to do!

I strongly recommend you check out your own online presence at Rebelmouse.com. You might be surprised at what you see!

iPad in the Classroom – Can we make it simpler?

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With many educational institutions choosing to use tablets for learning, it can be quite intimidating for teachers when faced with so many applications. The diagram below serves to illustrate that less than 20 core apps can play a significant part in the learning process and hopefully temper any trepidation.

iPad Key Tools

(with thanks to Greg Hughes @deepexperience1 for his ideas and input)

The apps indicated serve to enhance or modify existing practice with scope to be transformational. The extent to which the learning environment can be changed is up to the educator and students.

COLLABORATION

Twitter and Skype are part of many students’ lives, with immediate contact and communication a must. There is no reason they can’t be utilised in the classroom and to support learning at home. A class twitter account provides an easy way to convey links/information and is simple to set up and make private. Skype provides a free way to collaborate with peers and indeed experts in a subject area with little technical know-how.

A PDF annotator and Skitch (with the ability to annotate images) might take a little more getting used to, but are invaluable to the educator with tablets in the classroom. Existing resources are easily modified and the ability to redo and share can’t be underestimated. Students quickly learn shortcuts and the learning process can be enhanced with minimal attention paid to the technology.

Perhaps the most important collaborative tool however is GoogleDrive. Leaving GoogleApps aside, the sharing options and collaborative documents make GoogleDrive a really powerful app and one worth spending some time learning all about.

(with thanks to dc12norfolk)

As the video illustrates, GoogleDrive is a very powerful learning tool with transformational possibilities for students and educators alike.

RESOURCES

I firmly believe that the reason why the iPad is the right choice for schools lies with two unique applications – iBooks Author and iTunesU. The ability to collate all existing and new resources into an iBook with iBooks Author and set out a course and its administration for a period of time in iTunesU will change the way some schools work. If you add to this the simplicity with which educators can create screencasts for their students using Explain Everything, then you have resource applications that are far beyond current methods.

Once an iTunesU course or iBook has been created, students just require a link to be able to download it to their iPad. A real plus is that any changes made by the author are automatically synced to any subscriber’s iPad. No more queuing for the photocopier!

AFL/WORKFLOW

Plenty has been written about Edmodo and Socrative as tools for learning and I concur, they are superb. Socrative will provide plenty of information for the educator with exit ticket reports (a real winner when planning for the next lesson). Edmodo also provides the ability to receive/annotate and grade assignments without any need for paper and students receiving their feedback as soon as it is completed by the educator.

(with thanks to Ron Bosch)

If educators only get to grips with these two applications they can have a real impact on the learning process and also the day to day management of workload.

MODELLING

Attention to detail is always enhanced when a student believes their work might be displayed to their peers. AppleTV allows any iPad on the same wireless network to be mirrored to a projector. This means that apps such as iMovie, iThoughtsHD and Notability allow students to create and share their work at the behest of the educator. It’s amazing how, after a couple of attempts, students’ work ethic improves when they have the opportunity to receive immediate feedback on their creations.

(with thanks to XMA4education)

I’m not suggesting there aren’t other generic apps that are very suitable for the classroom and I could have included many more. There are also countless subject specific apps that can really help educators and students alike to convey and discover information. The point of this post is, hopefully, to illustrate how a few apps and a 1:1 iPad environment needn’t be a daunting prospect.

All thoughts very welcome.

Teachers – If we don’t adapt, will we fail our students?

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Talk to any educator and it seems they identify the same problems in schools today.

  • Not enough time.
  • Too much red tape.
  • Data overload.
  • Micro management.
  • Exam pressure.

In my time as a teacher there have been numerous battles fought at a national, county and school level with few outcomes in the favour of learners. We have all sorts of measurements and comparisons and checks. We have the students’ best interests at heart and we definitely want them to do well and be prepared for life. Yet schools, and the conversations surrounding them, feel weighed down by too many factors that inhibit learning.

If I’m honest I don’t think this is going to change anytime soon, particularly with the impending exam reforms. Consequently, as a teacher, I cannot control the time I have physically with the students, only the learning experience I expect.

Enter flexible learning.

Now, I am not trying to state that this is a new concept and I am certainly not about to state anything revolutionary. The point is, there are barriers to the choices I can make as a teacher, but I can now access tools to overcome those barriers.

I want students to have access to content delivery from me to ensure they feel they are being guided in the right way. Whether the ‘flipped’ classroom concept is something you subscribe to, the screencasts that are created for it serve many purposes. If you have a bank of ‘direct instruction’ videos that are made of keynote presentations, videos and your explanation, you have the basis of a flexible learning environment – and here’s why…

The videos can:

  • Prepare students for the next lesson
  • Serve as the stimulus for a cover lesson and activity in your absence
  • Act as a point of reference for a student who needs help in a lesson
  • Underpin a revision programme for an individual or group of students
  • Allow you a ‘safety net’ to cope with the demands of a 21st century school

This last point is an important one. Modular exams, illness, field trips and sports fixtures have left my A level classes decimated by absence. This is a fact in our schools today. It has happened every year for as far back as I can remember and it seems little can be done about it.

With this approach, I don’t have to see the students face to face in order to educate them. Of course, it isn’t the ideal scenario but I no longer feel like I am letting them down. An actual lesson is just one opportunity to educate the students, not the only opportunity.

There are a number of tools that facilitate this environment and this has certainly been made easier in recent years:

  • Edmodo – acts as a VLE without the need to login through the school server. A central store of resources as well as assignment collection and student interaction.
  • Twitter – the perfect platform for resource sharing, student chat and discovery
  • iPad – the instant-on device that enables the students to access the resources. Essential for the way my teaching has developed, together with screencast production.

It might not be right for everyone, but if a student needs help in the classroom, appropriate time is now available. The ability to have individual contact with every student in every lesson can’t be underestimated. Similarly, if a student requires help at home, they have a secure means of communication. This isn’t practical all the time but setting up timeslots for students to ask questions in the evening can have a real benefit. As long as the students know they night not receive immediate feedback outside of these slots, it works very well.

Flexible learning or ‘24/7‘ learning has been discussed for many years. I don’t think modern schools can afford to ignore the concept as time in the classroom is so precious and often disrupted. Developing an environment, where classroom time is just one point of contact, frees the students and educators to enjoy a breadth of learning. It also reduces the pressure on time when so many lessons are affected by absence.

I am sure the ability to adapt the learning environment has been made possible by new technologies as the time taken to produce the resources is reduced. I for one am glad I decided to move away from the way I was taught to educate and look forward to flexibility underpinning my teaching in the future.

I welcome any thoughts on flexible learning and the impact it can have.

Digital Leaders – Why you need them in your school? (Plus a few tips on how to get started)

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Students are curious.

Without this curiosity, I don’t believe a Digital Leader programme would be so successful. Show them something they are interested in and they want to know more. If they come up against a barrier, they want to overcome it. If they can find out something no-one else knows, they want to share it. Successful Digital Leaders are the epitome of the curious student with more to offer schools than perhaps any other student body at this time. The classroom environment is changing and students and teachers need their help.

DIGITAL LEADER RESPONSIBILITY

  • A guide when using technology to support learning
  • Exponent of new and existing applications
  • Trainer and supporter of school members including parental, teacher and student bodies

The example below is taken from our 1:1 iPad initiative which serves to illustrate how crucial Digital Leaders will be to the success of the rollout. It must be emphasised that the roles and responsibilities are transferable to any technology in schools. I would suggest that the process is a little easier as all students have the same device.

DIGITAL LEADER MODEL

  • An iGenius in each class (responsible for communication with students and teachers alike)
  • Four further Digital Leaders in each class
  • Genius Bar run every lunchtime (in a very public space)
  • Training every Friday lunchtime given to Digital Leaders to support their development
  • Edmodo group for communication, sharing good practice and new ideas

SELECTION

  • Students submit a 30 second presentation to a panel of interviewers. The presentation can involve any application although the most common is an iMovie with different apps used to create the content
  • The panel then ask questions centred around communication and commitment. An ability to understand that skill levels are varied is key to the selection process, alongside communication skills
  • Digital Leaders chosen to meet the model requirements (with respect given to outstanding candidates above and beyond the four Digital Leaders per class)

TRAINING

  • First to receive information about new apps/ideas
  • Friday lunchtime training for selected Digital Leaders based on focus for the week ahead. This allows for weekend interaction and feedback amongst the group. Training includes appropriate digital communication and presentation suggestions
  • Access to key information from teaching body and IT support
  • Consistent rewards for attendance and application – in line with school achievement policy

PRACTICALITIES

  • The primary aim of our Digital Leader programme is to support learning in the classroom
  • The presence of four ‘experts’ in the classroom means a teacher should never have to deal with technological issues – Wifi, App use, Workflow etc. The reality is that the Digital Leaders provide a safety net without having to call a member of the IT support team. Consequently, teachers are more likely to try new applications knowing the Digital Leaders are trained to support them
  • A teacher needs to manage when the Digital Leaders can offer support and ensure it doesn’t hinder their own learning
  • Feedback and praise works very well in the iPad environment as it can be shared instantly. The Edmodo groups serve as an excellent way of highlighting contributions
  • The Genius Bar, run by an iGenius and four Digital Leaders, must serve to solve issues for any school member. It helps to have a focus that the Digital Leaders can demonstrate to encourage interaction. Set up is easy as everything is wireless!
  • The presence of four or five Digital Leaders in each class means that absence or forgetfulness is barely noticed. If in doubt, more is definitely more

EXAMPLES OF SUCCESS

  • Dropbox sign up for new students was as simple as asking the Digital Leaders to ensure all members of their class had an account (GoogleDrive will be the same)
  • A question from a teacher posted on the Edmodo ‘wall’ led to fifteen responses with answers to the query. As a result an app was ‘gifted’ to all students that hadn’t been previously used
  • A Digital Leader came up with a method of downloading any file from the internet into Goodreader that meant we had a one step process to transfer files (including from existing VLE)
  • If the Digital Leaders have an issue they communicate with each other, via Edmodo, discover the answer and thank anyone that helped for their time. As a consequence their ‘chatroom’ will be used a as a model of good practice

The reality is, I can’t see how a 1:1 programme could be properly supported without Digital Leaders in the classroom. There isn’t the funding or manpower to support all teachers and students and, if I’m honest, I think fellow students are better equipped in many situations. There is a time commitment to the process and the initial setup is crucial to success. However, I can assure you it is worth it and the payback for all the questions you don’t have to answer cannot be underestimated.

ONE LAST TIP

Train your Digital Leaders to be masters of workflow. Your fellow teachers will thank you.

5 Essential Tips To Help Integrate iPads Into Your School

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8 million iPads have been sold to educational establishments.

This is a remarkable figure and illustrates how many ‘decision makers’ have chosen the iPad as a tool for learning. As we integrate the iPad into schools it is worth reflecting how the initial setup and training can have a real impact on the success or failure of a 1:1 programme.

The recommendations below are borne out of a desire to help teachers without overwhelming them and to model good practice to students. There are many apps that could have been chosen, but those mentioned below are considered generic and able to serve a purpose across the curriculum.

INTERACTION

Early engagement can be facilitated by linking email accounts to the iPad and suggesting users sign up to apps like Zite and Flipboard. Interest in the content means that basic gestures on the device will be used. Sharing of information helps to introduce the options available to users and when coupled with the camera roll, can lead to greater understanding of ‘sharing’ options.

PRACTICALITY

In my opinion it is crucial to model good practice particularly when the distraction element of the device is apparent. Whenever I use the iPads with students there are different levels of instruction to ensure the device remains a tool for learning. From ‘screens off’, to ‘cases closed’, these instructions should be followed throughout any training sessions. In particular, it is important they are used with other staff in the room so classroom management has a common strand for the students to follow. Similarly, if a student doesn’t follow instruction, a consistent approach is required when dealing with the student and their iPad. One of the biggest fears for educators is that the device will be used inappropriately. Ensuring classroom management techniques are included in the Acceptable Use Policy is one way to make sure educators have a frame of reference.

ENHANCE CURRENT METHODOLOGY

It has become clear that because of iPad introduction educators are having to consider pedagogy. Therefore the device must enhance current practice as well. Consequently, it is a good idea to choose apps that can be used for collaboration, Assessment for Learning and workflow. I’d suggest using Socrative for AfL, Explain Everything for collaboration and Edmodo for workflow. (Please follow the hyperlinks for explanation)

It is very easy to wow an audience with what an iPad can do in the classroom but that leads to a ‘show’ with no follow up. The nuanced applications that have an element of awe and wonder tend to have a very short shelf life when it comes to the classroom. Indeed a number of subject specific apps are suitable for use once or twice a year. I would suggest demonstrating those apps that meet the demands of workload. Put another way, educators need to understand how Dropbox will work to share information with students or Edmodo will allow them to annotate and grade assignments without paper. They don’t necessarily need to see the amazing Solar Walk or Aurasma just yet.

For students, it is about understanding that they can still meet the requirements of workflow on the iPad as well as having fun with the new toy. I strongly suggest incorporating iMovie into any training programme as the level of effort students put into such projects is unsurpassed. I am a firm believer that any work that will be shared with ‘the world’ always focuses the mind of a student. The fact that an iMovie project is likely to be shown to a class means students take greater pride in making sure content is correct.

Notability would be the first app I would use to demonstrate how students can work in a way they will recognise on the iPad. Acting as an interactive exercise book, Notability has many features that the students and staff will become comfortable with. However, the initial impression is always one of understanding as workflow seems comparable, apart from the lack of paper!

WORKFLOW

There are a number of options available to schools that allow for collection and assessment of work. They cater for a mixed platform environment as well as 1:1 iPads. Personally, I would ensure students and staff are comfortable with Edmodo and Dropbox as applications to help with workflow between student and teacher. The key is to remove any barriers to the initial setup. I would spend time linking iPads to individuals’ Dropbox accounts and trialling the interaction between stakeholders in a room full of troubleshooters. Once educators grasp how easy the workflow can be there are a number of lightbulb moments that centre around ease and efficiency. It is particularly satisfying when educators realise the student can’t make the excuse of printer problems!

DIGITAL LEADERS

Perhaps the most important. Each class needs experts that will be able to troubleshoot for teachers and students alike. Take time to work with them them and give them access to as many training sessions as possible. Digital Leaders should  help all the way through the training process and perhaps badge them so they are easily identifiable. Teachers will be very thankful that there are three or four individuals who are able to help with the technology in the classroom. It might even make them more prepared to try something new. It is worth remembering that, once an individual gets to grips with the iPad interface, many applications have a similar functionality. The ‘safety net’ that Digital Leaders can provide is invaluable.

They might even run a Genius Bar for you!

On reflection this post is more about the approach than the specifics. When it comes to implementing something new in the classroom, inevitably there is resistance to change. We see it as our remit to remove as many barriers as possible and take small steps to allow individuals to decide where the iPad will fit in the learning process.

I would be very interested to hear any thoughts on the implementation of iPads in education from those just starting out to experienced practitioners.

Top 5 Apps You Want On Your iPad (including ‘how to’ video links)

Following a request for my favourite iPad apps, I have included those central to my workflow as an educator. I offer my top 5, with a few suggestions for application of each in the classroom. (Please click on each title for link to video)

DROPBOX

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A cloud based memory store that is available on every internet device. The ability to access information anytime, anywhere is truly powerful in the learning environment. Dropbox can also act as a workflow solution with shared folders between educator and students. A must have app for anyone with an iPad and the first 2GB is free.

EXPLAIN EVERYTHING

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This interactive whiteboard app is a must for learning with an iPad. At its basic level it allows students to record their voice over annotated slides or insert images to collaborate or demonstrate learning. However, Explain Everything can offer many more options for the educator.

Screencasts can be created that are exported to YouTube and shared with students. These can be used to support learning outside the classroom or personalise it for those moving at a different pace. A presentation can be created by a student/group of students to act as a plenary. This can then be shared with the class via email or a shared Dropbox folder.

The latest version of Explain Everything (due at the end of January) includes the ability to import new or existing video. The ability to commentate on video and annotate slides will have implications for many subject areas.

EDMODO

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Edmodo is superb as a tool for peers to interact in a safe secure manner. The ability to question staff and students, when faced with an academic problem, has proved supportive to learning particularly during homework time. This feature is enhanced by the storage of resources in the Edmodo library and interaction with assignments set by the educator.

Then Edmodo added the ability to upload from iPad using the iOS6 function ‘open in app’. This allows you to upload a document to your Edmodo library on an iPad. You can then link the document to a direct post, note or assignment within the Edmodo app. Suddenly Edmodo has become a simple solution to iPad workflow from student to educator. If you add the annotation tool and immediate feedback then Edmodo is a must have app for iPad.

FLIPBOARD

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‘Flipboard turns your Facebook and Twitter account into something that looks like a magazine. It also lets you build a custom magazine, either by choosing from Flipboard’s pre-built curated “boards” or by importing Twitter lists.’

For the educator, Flipboard is a way of keeping abreast of current topics and up-to-date with social media contacts. The ability to export from Flipboard to a Dropbox acoount or email means it can serve as a suitable filter for information. I have begun to use Flipboard more and more as the stream of information increases from many sources.

As a way of collating information, Flipboard has become particularly useful for students. The ease with which they can browse articles and look for balance of opinion on a subject, makes it a useful tool. It can also act as a useful starter and/or plenary for a lesson with the most up-to-date information being displayed. If you have a class twitter account you can also use it to display information from the group and act as a prompt for collaboration.

SOCRATIVE

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‘Socrative is a smart student response system that empowers teachers to engage their classrooms through a series of educational exercises and games via smartphones, laptops, and tablets.’

Socrative is an excellent ‘assessment for learning’ tool. An educator set a quiz and have the answers from students graphically represented for feedback and to display if required. This can be done on the spot or educators can pre-load a quiz that can be assessed straight-away. The real power of this app is that it is cross platform which means that students can be on existing desktops or laptops whilst the educator has the iPad at the front of the class displaying results.

This app has become so easy to use that most of my students expect a Socrative quiz at some point in a module. The exit ticket has proved particularly important as the data is immediately available to download and can inform future lesson planning.

I appreciate there are many apps that could be on this list. Please add any app suggestions in the comment section below. Always happy to give them a try 🙂