Moving Beyond the Classroom... Real World Connections

One of my continuing goals has been to get students involved in activities beyond the classroom that both improve their understanding of the content we are covering and giving them the real-world experiences of collaborating, working professionally, taking criticism and presenting what they have done. The best opportunities for this have revolved around student activities and with student club activities.

For in-class activities, my students regularly complete "History Labs" in which they conduct research, develop an interpretation, and create a product to share with the class (as a teaching tool) and with the world (via the web.) Students recently created eBooks and documentary videos that we published online. Students used the class iPads to create eBooks on the Scientific Revolution and the Enlightenment and videos on the revolutions of the late 18th and early 19th centuries. Students shared these with friends and family and the rest of the world. My students are currently finishing their work on their National History Day projects. History Day also asks students to do original research based on a yearly theme and to be critiqued and judged on their work for continual improvement as they move from classroom to school to county to state to national competitions. Over the past several years, many of my students have made it as far as the state level competition. While doing serious historical research on a topic of their choice, students get the exposure to presenting their findings, defending them, and interacting with professionals in the field. It allows them to do the work of real historians.

Other opportunities for real-world interactions come with student activities and clubs. I have had the honor of moderating the Model United Nations Club and National History Bowl and Bee Team at my school. Through these extra-curricular activities, students learn so much about how to work collaboratively, think creatively, and interact with new ideas and people. The Model UN Club has to learn about the issues facing the people of the world, prepare a position (which may not be one they hold), present and debate with a diverse group of people as if they where really at the United Nations. This also gets them to look at real-world problems that the UN deals with on a regular basis. Our History Bowl and Bee Team also gets students thinking about historical topics in different ways and allows students to work as a team in a high pressure competition situation that keeps kids sharp.
Taking opportunities to give students a chance to learn in authentic ways cannot be overestimated. I see vast improvements in my student's engagement and desire to learn more. How do you get your students real-world experiences and authentically engaged inside and outside the classroom?

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Google Drive, CloudOn, and Edmodo - A Winning Combination for the iPad in Education

For some time now, I have been an advocate for the use of Google Apps as well as the iPad.  Unfortunately, they don't always work together well.  Google Apps has some great features for content creation and collaboration and the iPad is an amazing device for learning, but the issue of being able to create content (in this case, documents, presentations and spreadsheets), collaborate on the creation of the content, and submit it to a teacher has continued to be an issue since the iPad was introduced.

Fortunately, this is no longer an issue thanks to some new features recently added to Edmodo and the CloudOn App.  For those new to these services, Edmodo is an educational social-networking service that allows teacher and students to work collaboratively online, including submitting assignments.  CloudOn is a cloud-based version of Microsoft Office which allows you to create and edit documents, presentations and spreadsheets on the iPad.  Recently, Edmodo added Google Drive/Docs integration into its service.  So, as long as you are logged in to you Google Account on your computer or tablet, you can access your files from Edmodo and submit them to others (either to a teacher as a grade, or if you are a teacher, as an assignment itself).  Just in the past few weeks, CloudOn has also added Google Drive integration (in addition to Dropbox and Box cloud services) to its service, so now iPad users have an effective way to create and edit documents, presentations, and spreadsheets on the iPad.

Using these three services in combination gives one the ability to create a document, edit it, and submit it to a teacher or group of students without ever using a full-fledged computer.  All you need it a Google account and Edmodo account (both free) and the Edmodo and CloudOn Apps (also both free).  This has the great feature of having all of your files being stored in the cloud.  The pending Google Drive App for iPad should also give additional functionality.

So, try it out and let me know what you think.

The New iPad and the New 1:1 - Personalized Learning

I've written about the iPad before, but the more I use it in the classroom and the more feedback I get from students and teachers the more I am convienced it is the right device for personalized learning in a 1:1 setting. ​The iPad, moving beyond the traditional capabilities of a computer or laptop, is the natural choice for a 1:1 program. As Greg Kuloweic has so clearly stated, the iPad is mobile recording device (audio & video), editing device (audio, video, images & text), publishing platform (blogs, websites, video, audio and screencasts to YouTube), digital notebook and digital research platform. Because of the recent introduction of the device, in-depth data and research is limited, but recent studies have shown an increase in student performance when using the device.

 iPads offer many distinct advantages over laptops or other tablets available, making it the best mobile learning device available. Some commentators have even seen it as a total replacement to their other computing devices. Here is the most comprehesive list I have been able to develop (based on my own experience and the experiences I have read from others) on the features that give the iPad a clear advantage over all other platforms.

 • With iPads and cloud-based computing systems, students can work from anywhere at school with greater portability and connectivity. Schools also don’t have to pay for computing power that they no longer need. USB and optical drives become irrelevant and unnecessary with cloud-based storage such as iCloud, Dropbox, and Evernote.

 • Schools have found creative ways to use iPads to save money, especially when moving toward a paperless environment. From homework and tests to digital textbooks, the iPad offers numerous ways to eliminate paper, saving dollars and the environment. Wireless printing can also be accomplished from the iPad via Airprint, but will become less necessary with paperless assignment submission.

 • It occupies a new space in technology, one which is still undefined to some extent, yet which is likely to be significant over time. The space is between the mobile space occupied by phones and iPods, and the portable space which is where laptops and netbooks live. The new position in between these established areas is one in which the iPad largely does what the other devices offer yet also offers so much more.

 • The iPad will help to personalize learning - it is widely recognized the 1 to 30 one-way knowledge-transfer model is fast becoming redundant as project/problem/inquiry-based learning is becoming more prevalent in modern schools. The iPad is perfect for this type of personalized learning. As teachers begin to create new ways of tackling this issue, the iPad could play a useful role in this transformation. The form factor, battery life and apps mean that the iPad can be an ‘anywhere anytime’ learning device. This makes it ideal for projects and learning which take place out of the classroom, in the schools grounds, on a day visit or residential stay.

 • The iPad could be the beginning of the end of the dominance of old, slow school-based networks in education. How much time is wasted not being able to ‘log in’? How often is the network ‘down’? The iPad could hold all the apps a learner needs for a day/week/month/term’s work on the device itself or on off-campus cloud storage.

 • The iPad's instant-on & all-day battery features really make it a ideal devce for regular use in education. It’s possible to get on the net and find the information you require using an iPad before a laptop has finished running through its boot-up sequence. Using a device all through the school day without having to charge it up saves a huge amount of time for teachers and learners.

 • The apps which run the iPad (and other iOS devices) signal the way forward when it comes to saving work learners produce and create with the auto-save feature. Saving files takes place automatically ‘behind the scenes’ constantly in the background, which means learners (and teachers) know their work is always safe. No more excuses like ‘I forgot to save my homework’ etc. anymore!

 • Apple’s App Store has more educational titles than any other location, many of them free. This is advantage over many competitors’ apps stores and also allows for high quality, virus-free apps that are guaranteed to work on the devices. The new iTunesU platform also allows for easy and free online course content creation and sharing.

 • Wireless connectivity via Airplay allows the iPad screen to be wirelessly streamed to a projector or television via the $99 Apple TV device (this can also be done via PC using various apps). This is much less expensive than a Digital Whiteboard and allows the teacher to move around the class while interacting with the screen and allows both student and teacher devices to connect to the projector as needed.

 • The iPad, unlike a Nook or Kindle Fire, has the ability to download and read books from all various bookstores and publishers through iBooks, the Nook App, the Kindle App, and various others. The new iBooks Author tool also gives teachers and students the ability to create their own books.

When all the potential functionality of the iPad is added up, it becomes clear that the iPad is the ultimate personalized-learning device. It can be a science lab, literacy tool, research station, history archive, language lab, art canvas, music studio, video editing suite, math computation center and library.

 - Posted using BlogPress from my iPad

Going to the Extremes

I've recently been reevaluating and examing the way I teach content in my class as well as across the curriculum in my department and at my school. I've come to the conclusion that in many classes (including my own), teachers are guilty of presenting muddled and uninsteresting content due to the problem of breadth versus depth. Teachers have long faced the problem of the amount of content that they have to teach along with how in depth they can go into that content. This problem is especially true in Social Studies classes where the problem of how much history to teach (or how much of the timeline to cover) and how do you then go into more in the deeper and stimulating events, people, and stories that make history interesting. To try to deal with this, most teachers try for some kind of "middle path" combining beadth and depth. Unfortunately, in trying to do this, most teachers don't do a very good job over covering the overall material OR getting deeper into the content.

As an alternative, I suggest that instead of going for the middle and thus teaching in a muddled way, we "go the extremes" and do both well. In planning the content to be learned throughout the course of the school year, teachers should look for ways to break down their lessons, projects, activiities, and units to breadth activities and depth activities and do each well and separately (as opposed to muddled together and poorly as most of us do now). In a history class, this would involve a unit that would have a lesson or series of lessons that would give the broad overview of the major themes of a time period, followed by various activities such as primary source analysis, discussion groups, and historical investigation projects that would get in-depth with the material in select ways determined by either the teacher or student choice to support the broader themes. I've have been experimenting with this in my classes this year and I will discuss more details of it's successes and failure in future posts.

I have also come to the conclusion that this type of thinking can inform us with other issues as well. In paticular, I am brought back to my current thoughts on technology integration into the classroom. For years, middle-of-the-road desktop computers in classrooms and labs were the norms for schools. They were better than nothing, but they suffered from the same type of "middle path" problem as in content that the computers offered often more than was needed for student computering on a daily basis, but often didn't offer what was needed for more high-end functions like video editiing and graphic design. A rethink of device type and deployment is needed, one that ideally "goes to the extremes." For everyday student and teacher use, I am convinced that devices like the iPad far better than middle-of-the-road desktop computers in their personalization, battery life, portability, especially if they are deployed in a 1:1 program. iPads also continue to prove that along with being great media content consumption devices, they are also becoming powerful content creation devices for everyday document, presentation, video, and audio production. This frees up both funding and space for schools to invest in a small number of high end desktops or laptops on a cart for doing advanced video editing, graphic work or programing. This is "moving to the extremes" of educational technology could have considerable advantages, particularly when paired with the same strategy in pedagogy discussed above.

In pedagogy and technology, despite the instinct to think otherwise, going to the extremes could prove very powerful.  Please let me know your thoughts.

The iPad as Primary Educational Computer (intro)

So, list me amongst the converted.

A few months back when discussions began across the educational community and in my own school about the merits of using the iPad as a primary computing device for studetns in a 1:1 program, I'll admit I was more than a bit skeptical if it was the best way to go. Now, I am an Apple fan myself (I've owned several iPods, I'm on my second iPhone, and I bought a Macbook Air this past spring) but, having worked in a limited way with the iPad, I wasn't convinced it was the best solution for education. Even though many had made a case over the past year or so that the device was made for more than just media consumption, I still found many factors lacking and concerning.

Despite my concerns, I was observing at other schools and reading on blogs and twitter feeds the merits of the iPad. Also, with a limited test deployment at my school, I've seen the fabulous ways that students interact with the device. So, I've challenged myself over the coming weeks and months to take a hard look at the iPad as a serious (and perhaps "game-changing," even though I hate using that term) device for education and how it can be seemlessly integrated into an educational program that involves student inquiry, research and collaboration.

I am writing this post on my iPad, and in follow up posts I will document my explorations (both myself and with my students) on using the iPad in various ways in the educational setting.

Stay tuned.