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.
(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.
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.
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!
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.
Attention to detail is always enhanced when a student believes their work might be displayed to their peers. AppleTVallows 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.
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FEBRUARY 15, 2013 24 COMMENTS
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.