I’ve been sitting on this post for quite some time now, and it’s time to get it “on paper”. As I was reading through my Twitter feed, I noticed a tweet from Silvia Tolisano (@langwitches) that stated the following:
I was immediately drawn to the term iPad fluency, since my school district had started a K-2 iPad initiative a few months before. I was curious about exactly what she meant by iPad fluency and really took to the response from Siliva:
Melissa Techman (@mtechman) added to the discussion with this:
I see this as an important idea on today’s educational landscape as it pertains to mobile devices. I thank Silvia and Melissa for their input and for helping me shape my outlook and ideals and helping me take the integration of technology beyond the tool and/or device as I work with teachers and students in classrooms.
As mentioned in my previous post, teachers that were accepted into our iPad cadre group had to agree to become part of a learning community where they would share successes, challenges, and lessons learned. The format we chose to set up for them was a blog. All teachers have full access to the blog to post and/or comment as they choose. We chose this format because we felt that the tagging and categorizing ability a blog provides would make it easy for teachers and other visitors to find the topics in which they were interested. Please take a few moments to see what our teachers have done thus far and even leave a comment. Thanks for taking the time…it means a great deal!
Posted in Classroom, District, Education, Integration, iPads, Technology
Tagged District, Education, iPads, MobileDevices, teachers, Technology
One of the items our department was charged with this year was replacing some of our oldest elementary technology devices. We were specifically focused on grades K-2. Historically we have been a Mac district. When we began looking at new equipment, we naturally looked at the MacBook Pro and the MacBook Air. However, we felt that this was an awful lot of computer to put in front of a group of 5-8 year olds. With that in mind, we began considering iPads. They were cheaper, more mobile, and lent themselves better to their motor skill abilities.
Our challenge was to not purchase carts of 30 iPads and shove them in buildings. iPads were designed to be an individual, personal device. Virtually anybody you speak to or anything you read says that putting them on a cart in a shared environment really hinders you from using them to their full potential. Being aware of this, our department decided to follow a similar model from our local Intermediate Unit and use an elementary center-based approach.
In addition to a center-based approach, we wanted to be sure these devices ended up in the hands of teachers that were enthusiastic and willing to put themselves out there to use them in such a way that fostered the idea of content creation and creativity. So to be sure we were pulling in teachers that were interested in using the iPads in the classroom, we decided to create an application process. All K-2 teachers were invited to apply for an iPad for their use and seven iPads for classroom use with students. There were two simple questions that asked for some basic insight regarding how they saw themselves using the iPads in the classroom and how that would impact their classroom/students. We would then review the applications and determine the top 30 to pull into this project.
The 30 selected teachers were notified of their enrollment into our iPad cadre and were provided their iPad and a day of introductory professional development. This day included an overview of the iPad itself, and introduction to navigation, and some sample lessons using various apps that would help them get started in the classroom. Ongoing professional development would take place throughout the school year as time allotted.
They also had to agree to be part of a learning community where they would share successes and lessons learned. Teachers had about a month or so to get comfortable with the iPads themselves before we delivered the student iPads.
All K-2 teachers outside of the iPad cadre group were provided a basic introduction to the iPads in order to open up the opportunity for them to use them in their classroom when they were not in use by the cadre teacher. Our hope was to establish opportunities for all teachers and students for those that were interested and create a sharing, collaborative environment to further the spread of technology integration.
I plan to follow with updates as we make our way through this process. I hope to share successes, challenges, and progress throughout this year and beyond.
Short URL: goo.gl/vLs0O
I am happy to report that our QR project continues to progress and morph as we learn and share more. If you haven’t been following our story, you’ll want to check out the previous posts QR Codes…The Beginning and QR Codes…The Next Step. Our students currently have limited access to mobile devices, so we needed to find a way for them to use our current technology to scan the QR codes in school.
Our solution was to find a desktop application to read QR codes and a MacBook running 10.6 (Snow Leopard). The application we use is called QRreader and can be downloaded here. This application can be installed on the Mac, Windows, or Linux platform. You do need to install Adobe Air in order of this to work, so since we’re a Mac district I needed a computer with Mac OS 10.6 (Snow Leopard). Our MacBooks have a built-in camera, so if you’re using a Windows computer you’ll need a web cam also. Here is a look at our station…
Students are now able to scan the QR codes and listen to the book reviews their peers have created before deciding if they want to check out the book and read it. It has been a long but enjoyable ride. I am glad to continue working with dedicated administrators, teachers, staff, and students. The next step is building the density of books in our library with codes to scan and promoting the awesome work being done in our building. And I have a plan for that too…
In my previous post, QR Codes…the beginning, I outlined how we began using QR codes in one of our elementary schools. The posters were up for scanning and we seemed to have worked out some of the bugs. We were now ready to begin using QR codes to link to student-created content.
It has been a vision of mine since my time as a middle school language arts teacher to have students create book reviews that other students could access to determine if they might be interested in reading it. Using this premise, I approached one of our elementary school librarians (Mrs. Bingaman) that I knew was interested in using technology and would be willing to dedicate some time to this endeavor. She was totally on board and eager to begin working with the students. We decided to elicit the help of the gifted education teacher (Mrs. Manley) as well. A graphic organizer was developed for students, which provided students a guideline to follow for their book reviews. Students then wrote and recorded their reviews using GarageBand.
Once we had student content ready to go, we used our district WordPress server to create a blog to host the reviews. Our blog site is called Red Mill’s Digital Dolphins. From this point, we just needed to create a QR code for the URL of each of the book reviews. When you code URL’s, the shorter the URL, the cleaner QR code you get. With that in mind, we decided to use Google’s URL shortening site named goo.gl. Goo.gl has its advantages because when you sign in with your Google account it will keep a history of the URL’s you’ve shortened, as well as some statistics. These statistics include number of clicks, browsers, platform, and country for the day, week, month, and all time.
Our final step was to place the QR codes in a place where people could access them. We received permission from our District Library Instructional Advisor to place the QR codes on the actual book the student reviewed. Now there is a book review attached to each library book that has a code on it. Students can now listen to a book review of the book before checking it out or listen to the review at home on a mobile device.
Thoughts/feedback/questions are welcome.
Book Talk Graphic Organizer
Our school district is experiencing many economic challenges like so many other districts across the country. The technology department has taken an especially hard hit over the last two years. As an instructional technology specialist, I feel as though it’s part of my job to find ways to overcome this shortage and continue to innovate using free resources, tools, and technologies. So as this school year started, I set a goal to use an emerging technology with students. As I continued to observe the emergence QR codes , I decided to go in that direction. It was important to me that I use them in a meaningful way instead of just another “trick”, so this is the first post in a series that will chronicle our use of QR codes…
I began by doing some research on QR codes and observing how they were being used. After getting comfortable with the idea of using them in what I thought was an effective manner, I wanted to start by posting some codes in the lobby area of the school where parents picked up their children. These posters would include a code that linked them to the home page of school and the events calendar. My thought was that parents could scan the code to see what events were occurring at the school while waiting for their children. However, I didn’t just want to post codes without at least some explanation of what they were in case parents were not familiar with them. Without any explanation at all, they would most likely go unnoticed and unused. I lack even the most basic graphic design ability, so I sought the expertise of our district’s graphic artist to produce a small poster that included the QR code, a brief explanation of what it was, how to use it, and possible apps to use. Here is what she came up with:
Feedback and/or questions welcome!
Picture courtesy of Flickr.com/creativecommons/Jean Ruaud
The Horizon Report indicates that the education community should be on target to adopt the use of mobile devices in 2-3 years. The recent evolution of mobile devices has peaked my interest regarding their use in the classroom. The industry produces 1.2 billion new devices per year! It’s a marketplace that is in a constant state of innovation and advancement. We know the large number of students that carry these devices every day, so when do we confront the idea of using them in the classroom instead of banning them completely?
Right now both of the high schools in my district ban phones in school. The students can bring them to school, but they may not use them during the day. I would have to check on the “official” rule, but if iPods are allowed, it is most likely based on the decision of the individual teacher and only during “study hall”. I believe this is going to have to change.
The amount of students that possess these devices and their capabilities lead me to believe that we need to begin formulating a plan to manage them in schools and classrooms. Here are just a few classroom uses we could start tapping into…
- Internet access – not for prolonged research , but certainly for quick references in class
- Cameras – students can use their built-in cameras for capturing images for projects. Capturing images from a field trip. This could be particularly useful for capturing pictures outside of school to use with in-school assignments or quick snapshots in class.
- The use of sites such as Poll Everywhere. This allows students to respond to questions via text messages. This can even be used for live polls and animated charts in PowerPoint.
- Text and voice reminders of upcoming assignments, quizzes, tests, etc.
- Yodio – use for field trips, educational trips, or even documenting vacations.
- Students that possess smart phones have even more at their fingertips including educational apps for iPhones and iTouches.
As you can see, the possibilities of using mobile devices in education certainly garner discussion of a future plan. However, I did spend ten years in a middle school classroom and I am not naive enough not to realize there are some issues that need to be addressed.
- Off-task behavior – Having phones in the classroom is an open invitation for off-task behavior. Is this something that can be handled with classroom management? What if students turned phones off and placed them on a table when they’re done using them for class? Just a thought…
- Cheating – What about students getting messages providing them answers? Sure it could happen. But can’t this also be controlled by classroom management? If you can spot a student with a tiny piece of paper, or writing on their desk, how could you not spot a phone or iPod?
- Texting – Texting in the halls after students leave the room where they used the devices for class is also a legitimate concern. I think that guidelines need to be agreed upon with administration – what’s the rule if a student texts in the hallway now? Why can’t that same rule apply?
- Phone calls – This is a similar issue to texting. Again, why can’t the same rules apply that are in place now for a violation of inappropriate phone use.
Please understand, I am not saying that teachers need to start planning lessons using cell phones or iPods right now. But I am saying that with the development and advancement of mobile devices and the possibilities for educational use, there needs to be a vision. The discussion needs to start taking place…even if it’s between individual teachers and their administrators. Can we discuss a trial? Can we discuss possible solutions? It’s time for this discussion to start.