Student Initiative: My Big Oppsie

Last week Apple published it's new iOS update to iOS 6.  To be honest, I hadn't really given it a lot of thought.  I was going to give it a week or two and see what people had to say, then I was going to update my stuff and test it out.  After I was satisfied, I would arrange to update the student iPads.  Of course, I never relayed this intention to the students or their families since I wasn't ready.  It never dawned on my that the students would take the initiative to update their iPads on their own.  oops...

If the students had all of the apps under their own apple ID, I wouldn't care so much, but although the students could update their OS, they could not update the apps that were under the schools account, and of course some of our more important apps quit working.  (thank you Murphy's law)  Suddenly I am getting emails and phone calls from educators, students and parents making it sound like the sky was falling.  Seriously.....I had to look up to make sure the sky was still in it's proper place.

Ultimately the solution was simple....update the apps on any iPad where students updated the iOS and tell the other students to hold off on an update.  We used Apple Configurator to create the iPad images, but learned that we could also manually update apps without Configurator, so I was able to walk around and offer a "quick fix" for anyone who needed it.  Whew!....problem solved...for now.

Obviously I need to deal with two issues.  1 - communicating with families, teachers and students about what NOT to update and 2 - how to schedule updates.  I need to do this in a way that will have the least impact on the classroom and is sustainable for a very small technology department.  Reviewing the student schedule I believe this can be done during PE and lunch times.  We can update small groups of iPads during these times throughout the week and this way no students would have to go without their iPad during class.  A bit of a stretch for the tech department, but it's doable and most importantly does not adversely affect student learning.

If we had a help desk, these issues would be much smaller than they are, or if I were willing to take the iPads away from students during a time when they would usually use them.  A help desk is never going to happen (we don't have the personnel or the space for one) and telling students and teachers that iPads are not available because I need a more convenient way to update, simply isn't a solution I am willing to entertain.

Schools support technology in a variety of ways and each school has a different philosophy of technology in education.  Some schools/districts struggle to find the balance between the needs of technology (servers and services) and the need to maintain a modern classroom.  Some schools focus on infrastructure as a way to provide services to teachers, administrators and students.  What happens (or can happen) in the classroom is based on what the infrastructure can handle.  In many of these situations, infrastructure concerns are paramount.  Some schools take a different approach.  My school reverses the process and we start from what we want to do in the classroom and build our technology infrastructure around that.  Students MUST be the primary focus, and although the intentions are great, if the technology infrastructure is dictating what is possible in the classroom, we will loose site of what is important...the kids.  

I would be interested to hear what you have to say about your technology department.  How does education technology and information technology merge together?  Who is in charge?  How are classrooms supported?  Feel free to leave a comment on this post or send me an email at randy@technologyskills.net

The Time Factor: Helping Educators Find the Time They Need

Implementing anything new in the classroom can be tricky.  One of the first concerns I hear from an educator is "I don't have the time".  Educators are pushed to (and often past) their limits and the thought of adding yet one more thing is simply overwhelming to many.  This is completely understandable, and those of us who support and/or lead educators should always be aware of this time factor and be prepared to alleviate it in any way we can.  Here's what I have done to help the educators I work with.  Note: this does not apply to only my iPad educators, it applies to ALL of my educators.

Duties - In my school educators have supervisory duties outside of their classroom.  I have offered to cover duties for people if they would like to take that time to record for a flip lesson, make examples for students or they need time to experiment with an app.  I can stand and supervise recess or lunch just as well as the next guy.

Digital copies - Our copy machines can also turn a paper copy into a pdf file and can email it to you.  These copies are distributed to students via our digital classroom or are incorporated into apps such as DocAS or Explain Everything.  I'm pretty good at pressing buttons, so I have offered to take any paper document(s) educators want in pdf format and run the copy machine for them.  (this doesn't take long and it seems to relieve a lot of pressure on educators)

Subbing - Just like covering duties I have offered to sub for classes for subjects I am comfortable with.  I have also offered to proctor tests, cover advisories and study halls if necessary.  This gives the educator a longer period of time to work on a video or example.  They are even allowed to use my desk if they need a space to work.  (I'm messy so they would have to clean my desk first!)

I have noticed that every time I offer this service, teachers are taken aback.  I get responses like "Really!  You would do that?!".  I wonder if it's not the offer more than the act that they appreciate and need to hear.  I know educators are extremely busy people (I used to be a classroom teacher) and it's the responsibility of those of us who aren't in the classroom regularly to help the educators achieve the schools mission and in the grand scheme of things, the above examples don't actually take that much time.  I encourage any and all support staff and administrators to consider taking similar small steps to help their educators reach their potential.

Here's my question to you (yes, you....the reader).  If you are a classroom educator, how could administration help you find the time to work on a modern classroom environment?  If you are an administrator, what else could I do?  Please feel free to reply via comment or via an email to randy@technologyskills.net

The Philosophy of an iPad Program

I received a really good question the other day about my blog and this roll out of the 1 to 1 iPad program at my school.  The question was..."what educational philosophy are you following?".  What a good question!  Personally, I generally follow a constructivist approach to education, but I also believe that there is no single "right way" to do anything.  When I first decided to push my school to implement an iPad 1 to 1 program, I based my arguments and reasonings on constructivism, but I also used my belief in the Universal Design for Learning, although I didn't know that term at the time.

I have always believed that students should be given information in a variety of ways and allowed to experience learning in a variety of ways and of course, express their learning in a variety of ways.  Since everyone is different, it seems silly to force people to follow a single way of teaching and learning.  (You can imagine my opinion on standardized tests)  From this perspective, supplying each educator and each student with a device that has a variety of capabilities just makes sense.  Using the iPad, students can handwrite to fill out papers, type documents, create a variety of presentations, write stories, create videos, collaborate with each other and the list goes on.  No single device can do everything, but as much as possible we should provide tools that are as multi-faceted as we can.

I went to a workshop on Universal Design for Learning during the ISTE 2012 conference in San Diego.  This was one of the best workshops I have gone to in a long time for a couple of reasons.  First, since it's my job to keep up to date and study technology in the classroom, I don't usually get a lot of new information in a single session at a conference. This session, however, was chalk full of wonderful information.  Second, the presenter didn't use a lot of 5 and 6 syllable words, she kept it simple and to the point.  She took the thoughts I have been having and presented them in a succinct and understandable way.

I was told to take a spreadsheet and fill in the first column with the concept goals of the course.  In the second column, place the variety of ways a students can discover the information needed to learn that concept.  i.e. links to videos, informational websites, text books etc....  In the third column list the variety of ways the students can show they have learned the class concepts.  i.e.  discussion with educator, create a movie, write a paper, create a comic, create a VoiceThread etc....  Finally, the fourth column is for educator notes.  How simple...how logical...and how amazing!  I realized right away this is where I was heading and now I had other people that thought the same way and there's even research to back me up!

I used this information as a basis for all of the professional development I provided to my staff over the summer and I will continue to use it as a justification for the expansion of the program.  The educators I have worked with through this process have done a wonderful job and have opened their minds to the possibilities.  I have faith that we are on the right path to creating a true modern learning environment.  Not just in the technology we use, but HOW we use it.  HOW we allow educators to provide vital digital learning experiences for our students and HOW we non classroom staff in order to support this version of education.

More information about the Universal Design for Learning can be found at cast.org and udlcenter.org

If you have stories on how you have implemented iPads in your classroom or how you are creating modern learning environments, I'd love to hear them.  You can email me at randy@technologyskills.net

The Rubber Hit the Road

Anytime a new project is implemented, there will be problems and issues.  The question is....what are the possible problems?  How will we deal with them?  What are we missing?  The problems with this iPad implementation have been so small as to almost go unnoticed.  I believe this is primarily due to all of the time the educators and I spent planning, discussing and practicing.  (see previous posts) Although these issues are small, I will still write about them here and discuss my thoughts on how to resolve them.  If anyone reading this has an idea, I would love for you to comment.

Issue 1 - I work at an independent school where the admissions people are bringing new students into the school right up to the beginning of the school year and through the firs three to four weeks.  A new fifth grade student arrived the third week of school and of course was completely lost as to what she was supposed to do with this iPad since she hadn't gotten any of the training the other students had.

Resolution 1 - Work with admissions to create a new student orientation to technology program were these new students can receive a basic course in using their iPad and Google Apps.

Issue 2 - PDF files are a pain in my neck.  I have downloaded and played with over twenty pdf annotation apps and I never found exactly what I wanted.  Here is the down low on what has been going on.  We chose to use the app Remarks as a pdf annotator.  Educators would provide a pdf in our digital classroom environment (Fronter) and the students would download and manipulate it.  I LOVE this app.  The problem comes into play when the educator wants to view the manipulated pdf.  Remarks can save to Google Drive...great.  But...(dramatic pause) the teacher must view the new pdf on their computer or in Remarks.  The Google Drive app on the iPad will not show the changes Remarks made to the pdf file.  This was not acceptable so I searched for another option.  I landed on DocAS.  Although I don't like it as much as Remarks, it does everything we want....until we implemented.  It is not currently possible to save a pdf from DocAS into a sub folder within Google Docs/Drive.  It will only share to the main file structure.  So if I make a folder called RandySpanish and place a file from DocAS into it, I have to do the following.  Save from DocAS into Google, then move the file around using OfficeHD.  Not an ideal solution, but a solution none the less...(another dramatic pause) until educators need to grade them.  In order for an educator to write on the childs pdf, they have to open it in DocAS (makes sense) and then go through the same save and move process as the kids do.  That is sooooooo not going to work.  Doing it once is bad enough, doing it for thirty kids?  As a current alternative, educators that want to write on the childs pdf will do so in DocAS and email the file to the child with the comments.

Solution 2 - I am completely open to any suggestions people might have on this issue.  I need a pdf annotator that can save the annotations where the iPad can read them AND be able to save into a specific Google Docs/Drive folder. Anyone?  Anyone?  Beuller?

Issue 3 - Flash.  I have to take complete responsibility on this one.  I allowed the idea of getting a flash browser fall through the cracks.  I was sitting in the back of a math class when the educator was attempting to demonstrate the website arcademics.  She quickly realized this website contained flash based math games and accepted this iPad limitation.  I, however, did not.

Solution 3 - There are a fair number of browsers that out there that will allow us to run Flash on an iPad.  I spent some time with them and I liked iSwifter the best, but in order to get the full version I had to do an "In App" purchase.  This is not the way I need to get apps for students, so I emailed iSwifter, explaining my issue and chose my second choice, the ever popular Photon.  Just in time, I received a reply from iSwifter informing me about the free browser they made for schools called Rover.  Perfect!  Decision made and issue resolved!  Thank you iSwifter people!

In the grand scheme of things, there are very small issues.  Since the educators and I (the technology department) are working closely together, we have managed to deal with all of our issues as they arise, so the negative impact to the learning process has been minimized.  I was able to install Flash browsers right away, the Spanish educator and I could meet right after a class and resolve our DocAS issue and I was available to help the new student immediately ensuring that she becomes accustomed to our digital aged classrooms quickly and without too much stress.

The smoothest 1 to 1 implementation ever!

Eric Hoffer once said “In times of change, learners inherit the Earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists.” This quote and other similar quotes are sometimes used to describe teachers who refuse to look toward the world of tomorrow.  It is a quote suitable to those who believe they have learned everything they need to know and are content to remain stagnant.  Unfortunately, the message of this quote will pass over those who would benefit from learning from it.  I am proud to say that the people I have been training aren't one of these teachers. They are educators. They have looked at the possibilities and have risen to the task of providing a 21st century learning experience for our students.

The have accepted the challenge (to themselves as well as their students) to equip our learners to be prepared to use technology as a tool for learning and communicating. I have worked with many educators over the years that just wanted to work their schedule and forget about the rest. They have no inclination for learning and no interest in expanding their personal horizons. Luckily this is not the case in my school. These educators may sometimes be trepidecious about trying something new, but they do try and they do their best to enter a project with an open mind.

As I sit in the back of a classroom watching educators and students work together to use their iPads, I am simply amazed and thrilled that everyone (teacher and student alike) are comfortable with the equipment and quickly grasp the variety of ways they can use the iPads to share thoughts, files and other forms of information. Within the first few days of school these 10 and 11 year old kids are creating digital journals, using pdf annotators, creating voice threads and participating in digital discussions. With a grace that usually takes us adults a while to master, these students smoothly settle into a world of digital and blended learning. I see students taking control of the class by projecting their own iPads to the front screen (using the apple TV) and sharing their screens with the rest of the class. In the time it may take to have 2 or 3 students physically go to the front of the room, 5 different students may have taken over the screen to share their stuff.  I see educators encouraging students to participate in classroom digital discussions and different ways of learning experiencing different information.

During one class, as I sit in the back of the room, the educator guides the students in creating a digital notebook they will be using throughout the year.  They discussed all of the different ways they can keep information in the notebook and it's different features.  When the educator got stuck trying to remember how to add another page to this new notebook, I jumped in to help.  I should have sat there and allowed the kids to take over.  After showing how I would add a second page, one student looked at me like I car crazy!  Then he states..."Mr. Thomas, just do this." and in a single tap on the screen he produced a new page.  (my way took 3 taps)  I love it when I learn new things!

This is just a sample of what I saw the first week of school.  I have implemented several projects over the years and I have never had one go as smoothly and as strongly as this one.  It is also the only one where I have had the opportunity to thoroughly work with a staff who is interested in learning.  I work with an administrator who believes in professional development for educators and I work with a headmaster who believes in me enough to support technology goals in a variety of ways.  THAT is a winning combination.  I don't care how much money you have to work with (I'm fortunate in that regard, but I also have budgetary restrictions), if you don't have an administration AND a staff willing to collaborate and learn, you are waisting your time.  A strong team today results in amazing learners and leaders tomorrow.

Location:E Shea Blvd,Phoenix,United States

The Students Begin

Ok, we have learned about the iPad and practiced several apps. We have excelled in some areas and are holding our breath in others. We know there will be issues we didn't foresee, but we are also ready to deal with those issues.

It's 8:30 and the students have arrived. I have set my schedule to follow groups of students around to help as many educators throughout the day as I can. (This is where being a small school has it's advantages) It's go time. The entire Middle School has an all school assembly and then breaks into a modified schedule where they will spend three days learning expectations, procedures etc... Again, this type of thing takes a bit of time at the beginning of they year, but reduces issues all year long.

I sit in the back of the room during the first class of the day. I know most of this class time will be spent on basic procedures that do not include technology, but I need to make sure that when they do discuss and practice technology procedures I am there and available to help ensure things go smoothly. This class runs more smoothly that I could have ever expected. The students had spent some time with their iPads and quickly became familiar with the first app they had to use (class organizer). As I followed students around throughout the day I discovered this to be the case for everything they had to use on their iPads. I could not have asked for a better start to the school year! Now let's talk about the teachers.
Some of the teachers I taught over the summer were sold on the concept of 1 to 1 iPads from the moment I mentioned it. Some....well....not so much. Some were concerned about their own comfort level and skills in using technology. One educator left us two weeks before students started, so one person was new to everything, but she has done an awesome job!

As I followed these students I observed the educators and (as I expected) some asked me to teach the iPad part and some attempted to teach it on their own. In the first case, the educator watched closely and was able to be independent during the next class. In the second, I jumped in when I thought the educator was about to make a mistake or to clarify a concept. In this case, the educator paid close attention and corrected any issues with the next course. I could not be more proud of these educators. They have accepted my ideas, they have held difficult discussions about procedures and they have stepped outside of their individual comfort zones. All of this work has made a world of difference, not only in their ability to teach the students how to use the iPad, but in their demeanor in using the iPad as a teaching tool.

Location:N 39th St,Phoenix,United States

The Parent/Student Meeting

On important step we decided to take was to spend time with the students and parents together. During the standard orientation to the school an hour was set aside for me to teach students and parents. I love stuff like that!

I am in a room packed with people all wondering what I was going to say. We spent time going through the equipment and the expectations. We discussed that the primary and most important use of iPads in our classrooms is for learning. Everything else comes in a far second. The students and parents alike were ecstatic to get their equipment and ready to sign the Technology Acceptable Use Policy.

One important thing to note about this meeting is that all of the educators attended it as well as the parents and students. Since everyone was together, there should be less confusion and the educators have heard what I have to say. Since the educators heard what I said to parents and students, they can support our guidelines and are less likely to give a parent bad information.

Since I had a captive audience, I also introduced the parents and students to our online parent/student portal as well as our digital classroom environment. They aren't iPad specific, but all of our technologies are integrated into a single way to teaching and learning. They are not separate entities that function by themselves.

Now he just wait for the first day of school for students. So we hurry up and wait.

Location:N 39th St,Phoenix,United States