Can iPads help achieve a state of Flow?

Lev VygotskyI’ve just had the pleasure of being inspired by Keryn Davis at Core Education, New Zealand. Keryn was speaking to a selected group of talented NZ teachers and the not quiet as talented me, who are all carrying out research projects on teaching and learning in 2015. Keryn spoke to us about the power of play in schools and used research and her own data to convince all of us that this was a significant issue for educators to explore.

Starting with the work of Lev Vygotsky, Keryn highlighted that people naturally stretch themselves during play. Vygotsky said: “In play, a child always behaves beyond his average age, above his daily behaviour; in play it is as though he were a head taller than himself.” This idea struck me as quite profound and had me hooked the rest of the way.

Next we were taken through some inspiring examples from her own research where play had been first introduced as a special hour at the beginning of the day, for “proper” school to commence afterwards. She explained how the positive results from this specially timetabled hour of play had led the schools to extend it and use elements of play throughout the day, making the most of opportunities that arose. Learners naturally started to organise, lead others and collaborate. I highly recommend you read more about her work here.

Play, Involvement & experiencing Flow

What I liked most was how she linked play to considering the level of true involvement a child displays in any school activity and finally onto the idea of flow, being a state of intense concentration on the present moment. As a tool for measuring activity and flow, we were introduced to the Leuven Scale for Involvement. Originally designed by Ferre Laevers.  This is used by elementary school educators to grade students during observations regarding how involved they are in various activities during the school day. Normally data is gathered by recording the observed involvement in activities of one child at a time as they carry out the different types of tasks in one day. I can’t see why these wouldn’t apply in principal to a learner of any age.

Here’s my infographic version:

The Leuven Scale for Involvement-@iPadWells

 

We were looking at her data that recorded both involvement and well-being at 5 minute intervals for a child during a school day. We started discussing the idea of flow as being the state that people attain when these 2 measures are at their peak. Karyn had actually discovered that flow was achieved when involvement was “Extremely High” but Well-being only had to be “Moderate.”

Here’s the Leuven scale for Well-being:

The Leuven Scale for Well-being-@iPadWells

Flow

Nakamura and Csikszentmihályi identify the following six factors as encompassing the experience of flow.

  1. Intense and focused concentration on the present moment
  2. marking action and awareness
  3. A loss of reflective self-consciousness
  4. A sense of personal control or agency over the situation or activity
  5. A distortion of temporal experience, one’s subject’s experience of time is altered
  6. Experience of the activity is intrinsically rewarding, also referred to as autotelic experience

Reference: Nakamura, J.; Csikszentmihalyi, M. (20 December 2001). “Flow Theory and Research”. In C. R. Snyder Erik Wright, and Shane J. Lopez. Handbook of Positive Psychology. Oxford University Press. pp. 195–206. ISBN 978-0-19-803094-2

All teachers have the opportunity to design school structures and activities with an aim that children will experience states of flow during their day. These two scales are also useful for a teacher to use in judging their own activity design and classroom structures.

What does this mean for iPads?

i4S - APPSMASHING.001Combining the ideas behind play, involvement and flow, I believe teachers need to be open-minded when deciding how and/or when iPads will be used by learners. Allow learners to play and express themselves. Let them build their own learning experience and in doing so become more focused and absorbed in the moment.

App Smashing is a great example of this, as long as it’s not the teacher prescribing the exact apps to be smashed. Learners should develop their own workflows and styles of output. Having to conform to any generic structure for learning is always going to lessen the chance that moments of true flow might develop.

The flexibility and massive possibilities for expressing, creating and publishing from iPads means they can enable a learning environment that caters for every individual. Personal agency can lower self-consciousness and this might in-turn lead to deeper learning and students lost in moments of their own creation.

 

What will be the most significant classroom innovation in the next 10 years?

The devaluing of content demands innovation

In my recent work, both in the classroom and in research, the most common recurring question is “what should we be teaching?” This question is valid in a world of Google, Wikipedia and instant access to information from the device in your pocket. This educational challenge is also expanded by the thousands of young people already pushing beyond the conventional system due to success in personally instigated start-ups and projects they have organised themselves. The personal empowerment and opportunities that the internet and technology offer will challenge nearly every aspect of traditional education.

robots

This post is written as part of The Huffington Post’s The Global Search for Education: Our Top 12 Global Teacher Blogs: A series of questions that Cathy Rubin is asking several education bloggers. I’ll be sharing the link to her post that collects all of the responses. I’m excited to be part of this group of edubloggers.

The most significant innovation in the classroom during the next 10 years will not be some magical technology or even students staying at home. It will be a shift towards student-led education, which focuses on the development of key competencies for success in this century.    Photo credit

I’m lucky. I live in New Zealand where we have a future-focused assessment system that allows teachers to develop a relevant educational system for the 21st century. To give you an indication as to how different it is, the national curriculum has less than one page dedicated to Math! Our focus is on five key competencies:

  • Thinking;
  • Using language, symbols, and texts
  • Managing self
  • Relating to others
  • Participating and contributing

This means teachers are free and trusted to tailor their classroom activities to suit the exact children in the room and also allow them to inquire into content of their own choosing. That said, the change to this less structured approach has been a challenge for many long-standing educators and only in its eighth year is it starting to bear real fruit.

The need for this pedagogical innovation in teaching philosophy involves technology but is also, in part, driven by technological advancement. The speed at which technology is altering the opportunities within the job market is increasing each year. Recent studies indicate that large percentages of jobs will disappear altogether. This increasingly flexible world requires flexible but also collaborative learning environments. Students are being encouraged to create their future career rather than find one.

My conversations with educators around the world indicates that we are seeing a worldwide shift towards student-driven learning, where the content studied, and challenged, is also selected by the learners. Teachers will learn to stand back and be amazed at what students are capable of when given this freedom.

The innovation will come from the dismantling of traditional classroom hierarchies and the empowerment of young people to use any technology and skills, which they can more successfully develop in a learning environment that they control.

A Teacher’s Target

I had a fantastic brainstorm meeting with an extremely talented educator and colleague Maya Foster (@MayaFoster4) where we decided to summarise our vision for a teacher’s daily priorities, the order they should be placed into and how we could get teachers to reflect on their own practice in regard to them.

We developed an idea that Maya had sketched out on paper which placed the student at the heart of successful teaching and highlighted assessment as the last thing an effective teacher should be considering. We both agreed that many teachers start with the assessment and work backwards towards considering the students as individuals. This leads to very uninspiring and often un-motivating classrooms. I’ll break our discussion into its four components but here’s the graphic:

2015 WLS & FTR TEACHING

 PDF version here

Priority One: KNOW YOUR STUDENTS

students targetSpending time to build a strong understanding of exactly who each student is can save time in the long run. Students who feel genuinely appreciated will perform better throughout the school year and just knowing their name isn’t enough. The more you can connect with a student around a personal interest, the more a student will work with you and respect your ideas. This will make everything else much easier. Using the school’s data to find out which areas or school they are strong in can also help build a more useful understanding of how to design activities for the class.

Priority Two: PEDAGOGY AND ACTIVE LEARNING

ped targetYou might know your students but you won’t get every student to engage with your content unless you have a variety of sound pedagogy at your disposal. Successful pedagogy leads to student engagement in the content without constant teacher oversight. The careful design of activities and tasks tailored for the specific students in the room can reduce the energy required by the teacher in the classroom. I have covered in previous posts my belief and findings that any lecturing does not attain the the assumed outcome of all students engaging in or listening to the content. Make sure your students are active and working together to challenge the content with deeper thinking.

Priority Three: KNOW YOUR CONTENT

content targetSuccessful teachers bring any content to life. This is done by knowing the students, using appropriate pedagogy and the linking the content to current affairs, the students’ culture, other subjects being studied or its relevance to the future. All topics can be made relevant. Throughout history, humans have showed a wonderful talent for sticking to about 5 core themes, such as, greed, love, war, innovation and charity. If your subject is not directly linked to modern developments like the sciences might be, then it will always parallel something going on in the students’ lives or the world at large. Make sure you are reading-up on the developments and stories relevant to your subjects. Make connections and place the content in some kind of real context. Disconnected content leads to disconnected students.

Priority Fore: Know your assessment.

assess targetYes, the assessment should be the last consideration, but sadly is often a teacher’s first. Worrying about tests and marking guides can suck the joy from both teaching and learning. That said, it should not be completely ignored either. Make sure the requirements of the assessment are known early in the course and ensure the classroom activity allows the students to explore and challenge the content whilst being able to relate it to the demands of any future assessment. One trick is to use Flipped Teaching to relieve the pressure from worrying about whether you’ve mentioned every detail. The students can then access that detail in their own time.

Priorities for success

Too many teachers worry about assessment and grades and in doing so actually do damage to the success of many students. Many, if not most high school teachers are still subject first, teacher second. This devotion to content can lead to a devaluing of pedagogical ideas and a reduction in genuine engagement from all the children. I say genuine because ‘good’ kids will always play the game but if you get your teaching priorities straight, more students will love learning.

Design Thinking with iPads

Design thinking is a powerful tool to really get your students thinking about and tackling a problem or topic at a much deeper level. It is a structured task that focuses on giving considerable time to thinking about and empathising with the people within the situation (Target audience or client), designing and prototyping a possible solution that is immediately challenged in order to improve it. It is used much in business and the design industry but can be used as a general classroom task within any subject area. It also gets students to work quickly without much introduction.

Design thinking promotes creative thinking, team work, and student responsibility for learning.

Design-Thinking-iPadWells

It is a form of solution-based, or solution-focused thinking; starting with a goal (a better future situation) instead of solving a specific problem. This keeps minds open to multiple solutions.

The core rules behind Design Thinking:

  1. The Human Rule: All Design Activity Is Ultimately Social in Nature
  2. The Ambiguity Rule: Design Thinkers Must Preserve Ambiguity
  3. The Re-design Rule: All Design Is Re-design
  4. The Tangibility Rule: Making Ideas Tangible Always Facilitates Communication

The infographic / poster above is a guide to a simplified version you can use in your classroom. This version can be carried out in an hour, over a week, or even longer.

This versions splits the task into 5 key stages. It’s good to set fixed time frames for each of these stages and for their sub stages.

1. Goal Setting (Whole Class)

How Might WeHOW MIGHT WE DESIGN / ACTION WHAT AND FOR WHOM IN ORDER TO CHANGE SOMETHING?

The first stage is to devise an atoll goal to improve something. This is best started with 3 key words: “How might we …” Starting this way can have a powerful effect on successful classroom engagement. “How” is a word that has a bias towards action. It implied the something is to be done. “Might” acts as a safety blanket as it offers the students the freedom to fail. This ensures tham more are likely to give it a go. “We” pushes the collective responsibility and collaborative aspect meaning nobody will be alone. It also removes the classroom hierarchy, bringing the teacher onto the same level as learner alongside the students.

During this goal setting stage it is important to select as a class:

  • WHAT” = An object – E.g. App, Gadget, Speech, Toy, Campaign, Website etc.
  • WHOM” = A Specific Client/target – E.g playground users, garbage droppers etc.
  • CHANGE” = A better world – E.g. Target result, Improved situation,

Examples:

As an extra idea, I have considered it even as a fun theoretical teaching task such as:

  • How might an iPad app have helped George Washington win the War of independence in half the time?

There’s nothing to stop posting up a number of big ideas or challenges for teams to pick from but ensure the students have been part of formulating them.

2. Thinking – Individual then Group

Think DTDecide on an amount of time that students will individually think around the topic. This personal thinking space is important for letting quiet, reflective and deeper thinking take place to start the process off. This might only be 5 or 10 minutes but means more will come to the table when the group starts discussions.

The individual thoughts are then brought to the group. I recommend groups of 3 or 4 as bigger than this can become less manageable for the students.
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3. Empathise

a) Facts  b) Opinions  c) Interactions

EmpathiseThis is the crucial stage where considering the people and situation that the solution will be dealing with is broken down into 3 stages to help the students allow for as fuller picture as possible. These 3 stages might take anything from 10 to 30 minutes.

  • First the Profile the target as a list of facts. What do they do? What do they have? What are we dealing with physically?
  • Second they imagine or research all the typical opinions and feelings that the solution will have to allow for.
  • Thirdly they consider all the connections within the situation. Who talks to who? Who shares things with who? Who or what competing with what or who?

By the end of this stage, the students will have done far more genuine thinking about the situation than they might have done if asked to just “research the situation.”

4. Solution Design – “Ideate”

ideateA minimum of 20 minutes is now needed for the group to dream up a solution. The important emphasis here is that no idea should be squashed too quickly. Let the students dream up ideas that may or may not be possible and allow the discussion and challenge evolve. The point of this whole process is for all possibilities to surface and be challenged. Sometimes the craziest idea can lead to successful divergent solutions.

App and gadget design can be applied to most situations and the fact that the students may or may not be able to make the final product should’t matter and allows them to focus on the needs that the product meets.
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5. Prototype Critique – Feedback & Improve

PrototypeThis stage simultaneously develops multiple skills whilst also encouraging a more optimistic growth-mindset as teams present and challenge each other. The emphasis here must be on growing ideas and not judgements. One thing I would highlight to students is that designers and problem solvers always seek advice and feedback and so can use and appreciate anything that gets fed back to them.

Even after good thinking and empathising stages, there’s always a number of “what ifs” that any team will not have thought of. This also highlights to all students that there’s always another view and this feedback loop is key to any significant success that will last. Just keep asking why? why? why?

 

Which apps help with Design Thinking?

Essentially, the apps that help design thinking are those that allow students to collaborate around their ideas and  creative output. Here’s a few to help.

post-itSecrative can be used to canvas the class for foreseen problems to be solved and once target problems are chosen, it can then ask students to submit How might we… questions to frame the task around.

Nearpod can also be used to collate the class ideas for problems.

Post-It Plus amazingly allows an individual’s real Post-its be captured by camera and shared as digital post-its with the group. You can even edit the digital copies!
Here’s a review.

Drawp is another great collaborative system and app for class activities.

Talkboard is an instant and free collaborative drawing board for the group to scribble down ideas on. Might need a stylus to get the best from this.

Prezzi can be used to present a plan.

 

Design Think Links and Info

NoTosh are a key organisation pushing Design Thinking in education. Great info and resources.

Stanford Uni have produced a whole crash course in Design Thinking!

 

 

2 Teachers have 9 thoughts as iPad turns 5

I am very excited to be collaborating with the great Steve Lai again (@sly111). We decided to celebrate the iPad’s 5th birthday with a quick brainstorm of our key lessons from 5 years of iPad teaching. Education across the world continues to evolve in its understanding of how 1-to-1 student device learning can and will revolutionise the industry. Photo Credit

5 Years pic

We started predominantly with our 20th century mindset: “The teacher must be master.” This approach led many educators and schools to hold students back whilst they themselves struggled to master it first or feared the technology altogether. My recent evidence shows that a gradual development of this mindset has taken place and students are more often offered greater freedom to control how their learning might involve and benefit from an iPad. 

Teachers are now accepting that the very definite hierarchy that existed in the classroom has been dismantled somewhat and students are now able to access information on demand then create and collaborate in ways that many teachers struggle to keep up with. The secret is to challenge students to prove just how talented they can be, but this requires certain freedoms.

Here are our 9 thoughts:

  1. BlogBut-app14Richard: “Never prescribe an app for a task. Let the students surprise you.”
    I was introduced to Green screening and stop-frame animation by my own students. Students continuously discover apps and will be keen to apply them to class tasks. In a flexible learning environment the teacher spends less time hunting out apps for students to use and more time devising learning intentions.

    Richard: “Green Screening was introduced to me by my students. It revolutionised my classroom!”
    Check out this slideshow describing how to use Green Screen Movie FX Studio
    Check out this post describing DoInk’s Green Screen app
    .
  2. iOS7TechnicalSteve: “Know the ins and outs of how to troubleshoot potential roadblocks”
    If you are the “go-to” iPad person at your school, your students (and some coworkers) will regularly ask you how to do even the simplest tasks. Try to predict potentials roadblocks by practicing on your own before any iPad lesson. Try giving some of your new and exciting lessons with your family and colleagues and see if they have any questions to stump you.Another consideration is to develop a small network of students that will help people in your class or even school with these common roadblocks.Here are examples of student-run tech support teams:
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  3. ocKids-iPadSteve: “Always continue to learn and its okay to sometimes admit you don’t know how to do something.”
    We should strive to be lifelong-learners. That’s why you’re reading this article! While you should be the best at your teachable subject, your students need to realize that we aren’t infallible. When tough questions arise, learn the solution as a class. The learning of that topic, on your part, is professional development in itself. Keep up to date with the latest teaching tools. Attend iPad pro-d’s if available.The views on iPad teaching have evolved over the 5 years and teachers are realising that the traditional view that they must be the master of the classroom content does not have to apply to the use of technology. Consider what you’d like the students to be doing but let them discover the best way iPads might help.
    .
  4. Thinking Digital Citizenship-iPadWellsSteve: “Be wise in what you share online”
    Teachers are hopefully willing to share great creations made by students to other teachers, both within their schools/districts and also to a broader community. Take special care in how you share. Don’t publish full names, and make sure to get full parental consent if you want to post your students’ photos. As a professional, be careful and what you post about your personal lives as well, as it is an open book for all to read.
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    Read: How Teachers Should Stay Safe Online & Safe Facebook use in schools
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  5. NUTSHELL_iCloudSteve: “Make the cloud an essential tool. Know how to use it efficiently, ie. back up student work”The cloud is a relatively new tool. Learn how to maximize its potential. Cloud storage is becoming more affordable, and free storage options still offer a lot of great sharing features. Discover sharing and collaborative features and learn about the different forms it comes in. Make sure what you upload is secure and safe. Educate your students, as cloud computing is here to stay. The iPads will operate with all main cloud platforms by Apple, Google, Microsoft and Dropbox.Read: Dropbox for Dummies, Why You Shouldn’t Need your USB again.
  6. NUTSHELL_21C_Learning.001Richard: “Understand that while the iPad is an incredible teaching and learning tool, it doesn’t change what works and doesn’t work in effective learning”
    iPads don’t always change students’ engagement or desire to learn. True success in the classroom still requires a teacher to create the right atmosphere for deep learning. More success is realised by teachers who create flexible learning spaces and set student-driven challenges that demand deep thinking whilst allowing the iPad to help student collaboration and present this thinking.Read : iPad teaching is NOT about iPads
  7. i4S SAMR MindsetSteve: “Don’t teach with an iPad just for the sake of it”
    Teachers need to have (or develop) a certain passion for integrating technology (not just iPads) into their everyday teaching. If it’s not really your cup of tea, don’t feel like you have to do it. Find your niche and go forward with it!
    .
  8. Richard: “Worry less about “Wonder” apps and more about Collaboration and Teamwork”
    Why hunt for an app that can do everything, when tasks conducted in teams can demand each team member use the simplest of apps just to fulfil their team role.

    •  Student A: Camera for photo evidence
    •  Student B: Notes or Pages for text
    •  Student C: Simplemind for mind-map
    •  Student D: Blog setup & management for collating material and publishing

      iPads also allow for collaboration between students in different classrooms or even schools. Here’s a “Connected Classroom Challenge” to test students’ ability to run projects whilst working remotely. This is great practice for 21st Century workflow.
      .
  9. iPad 4 Schools PosterRichard: “iPads are still the most popular, flexible and successful device in education.”Whether it is the USA buying iPads in their millions or reports showing 86% of New Zealand schools have students using iPads, there is still a worldwide understanding that they are the easiest to integrate into classrooms. Educators around the world are often found discussing the benefits of active learning which the iPad continues to allow for in  a way that laptops / Chromebooks don’t, keeping students rooted to one spot.Read: Why I still recommend the iPad for schools

ipad kid drawingEducation’s landscape has changed greatly in 5 years and many aspects of teaching and learning that once were concrete are now being questioned. The iPad has played a big part in starting this questioning and challenging of old norms. Students are also challenging the system and their teachers as they take control of their learning. Education is no longer just about information and as the value of knowledge tumbles and access becomes more fair and democratic, the flexible talents of the iPad for creating, learning, collaborating and problem solving continue to shape this new world of connected learning.

Steve’s blog here: TeachingwithiPad.org

Future Proof your Learning Environment

BlogBut-app14“Did you know, there’s an app for that?” In fact, there’s 100s of new apps everyday and many teachers are put off technology because of it’s rapidly changing landscape. “How can I possibly keep up with what I should be asking the kids to use?” is a common question. The secret is to not worry about which app is the right one. Let the kids collectively do the ground work and worry about keeping abreast of the generic technologies and capabilities that numerous apps are making available.

But before you even worry about overall technologies, worry about what skills your teaching (regardless of content) might be developing. It is becoming a much talked about subject that any particular content schools might have “delivered” in the past is diminishing in value as A) it all becomes available on-demand on the internet in both written and video format and B) the world changes at an increasingly faster rate and priorities change year-on-year.

Universal Skills – prepare for a changing world

kids ipadMy planning starts with analysing universal skills I think are lacking amongst the students.

  • Do my students need more practice at collaborating?
  • Do they need more time on reflecting on previous work or experiences?
  • Should they be working on successfully communicating in writing or visually?
  • How about project planning or connecting with the community?
  • … and so on.

I also then ensure I have answers for the kids regarding why this is a skill worth practicing. Much of how I operate is around student devised projects but I work with the students on what they might focus on if I feel they or their team are not proving strong at a particular skill, like those I listed above. In a rapidly changing world, these are the skills that help develop what for me is the key skill: learning to learn. Why? For example, recent research is showing that unto a 3rd of jobs that exist in western countries will be replaced by automated robots or computers in the next 2 decades!    Picture Credit

Universal Content – add purpose to education

ocKids-iPadWhat information is most important these days? That’s a hard question. Given the uncertainty over even the next 5 years, how does any teacher know what they are teaching will be both paramount or relevant in five years. In New Zealand, I’m lucky that the National Curriculum took account of this uncertainty over where the future might lead and in 2007 removed nearly all content to focus on universal skills relevant to improving communities and the economy in the 21st century.

Universal technologies not apps

The freedom the iPad brings to each student’s learning experience is key when the skills and content being dealt with can be so varied within a class. Let the students find relevant apps whilst teachers focus on knowing the available technology types that they might be expect to see or encourage as options for dealing with material, even if it’s just occasionally. Here is my list of technologies that iPads now offer to a student:

  1. Movie making (Telling stories) – see here for movie making skills
    Narrative is so important in learning and allowing students to tell a story whilst combining multiple media types (film/photo/audio/voiceover) can be one of the most powerful and enjoyable learning experiences. The importance I have placed in any one-to-one device having a camera that can be used for this activity never fails to prove itself every week in my school.
  2. Animation – A challenge in planning and patience
    The opportunity to plan and produce animation, either in 2D or 3D is a real challenge at any age. It’s also fun and allows students to recreate any situation for any topic of story they might want to present.
  3. Collaborative cloud documents / presentations / planning
    This is very much how the world will operate for the next few decades and so building these skills and also their new forms of “netiquette” become paramount. The power in crowdsourcing ideas and skills when producing learning outcomes and the way in which live collaboration speeds up the process whilst developing social / team skills is crucial to all industries from the arts to business to sports.
  4. Web publishing – Blogs / wikis / iBooks / video / apps
    The fact that young people can now publish instantly for free is still not fully understood as the world-changing situation that it is by many educators. The world audience that many people under the age of 16 already have and the self-made learning network the children build for themselves through feedback and professional advice can not be underestimated in how it will change the landscape in schools over the next 10 years.
  5. Green Screening
    This technology is a powerful and fun addition to the world of mobile device learning. It is powerful for telling stories, reporting on events already filmed, school work produced in class or acting out impossible scenarios never before imagined in the classroom. My students were able to stand inside their iPad work whilst they talked us through in a video.
  6. Modelling – Allow students to play with that that would normally be impossible or difficult
    Many apps now model or simulate objects and scenarios for the students to play with but there’s also numerous opportunities to build models with on-screen clay, lego, paint, metal, or electronics. This is not ideal as the real thing is often better but if arranging or funding the real thing is difficult logistically, these virtual technologies are brilliant, especially in the way they can be instantly reset for numerous attempts.
  7. Augmented Reality
    This is the new frontier becoming increasingly mainstream. AR, as it’s referred to, is the idea of adding a layer of on-screen information, written, colour or 3D, on-top of what you can see through the camera in real life (think Robocop). Google has just completed it’s first trial with “Google Glass” and what DAQRI are doing for industry is amazing. Here’s my intro to the Augmented Reality for schools
  8. Coding
    Code.org and “Hour of Code” are part of an international push to have young people all coding. Whether you knew that or not or are already onto debating its merits or not, it can’t be argued that the results of coding now rule our lives and children should have at least some exposure to what it looks like and is about. There are now many teach-yourself systems and apps on the market and most are entertaining and successful at introducing young people to how coding works. Here’s one of my post on iPad coding.
  9. Building Networks
    This has become natural and normal practice for many children. Kids start networking online as early as age five with sites like MoshiMonsters.com and even coding apps like Hopscotch build on this with uploading, commenting and peer support through what they call “Branching”. Tumblr, Facebook and even Snapchat can be seen by parents and teachers as worrying signs but a positive view is to see them as practice for what some business experts have already predicted will be the most crucial skill of all over the next 30 years – networking & connecting. Many of my senior students will setup support Facebook groups or pages regardless of it being mentioned or not by the teacher. It’s just how they operate.
  10. Bookmarking
    Being able to not only save web discoveries but also collate, organise, collaborate and share collections of bookmarked material is an essential skill from the “to-do list” to more serious research. Systems like Evernote and others are great at helping people manage the vast array of stuff on offer. Modern bookmarking apps are also great when teams are collaborating on one project.

An open ended challenge

There are thousands of apps that offer entertaining and even interactive experiences with specific content. The issue for schools is becoming too reliant on a specific app’s existence. It is hard more most app developers to maintain the business and compete in such a difficult market and they often disappear after 2 or 3 years. Allow students to discover and use content apps but don;t centre your teaching on them. Focus your energy on universal skills and technologies and allow the students to practice and showcase their innate curiosity and talents for mastering specific apps collaboratively. in short, future proof your learning environment.

Please let me know if you have ideas for other technology types and I’ll add them to the list. Thanks.

iPads for Teachers – The Unboxing

unbox iPadI’ve been asked a number of times to help with iPad “unboxing” sessions in schools and it can get messy if you try to do too much. It is temping to download and run through numerous “amazing” apps and quickly showcase all of their abilities in transforming the classroom. But from my experiences, I have learnt that many teachers are unaware of fundamentals that others understand as everyday knowledge, so be careful. Keep it simple and avoid needing the internet as much as possible during the session. I know of a school where they asked everyone to get iMovie, which is 500MB! This not only killed the internet but the rest of the session also! For me, the important fundamentals are iCloud, Photo, (small) App download and messaging. Photo Credit.

iCloud.com

I recommend everyone get a new iCloud.com email during the iPad setup screens and use this as their Apple account to ensure they aren’t restricted from using any of the Apple services. Restrictions can crop up later if you use something like a Gmail. The smallest of task can take a while when a number of people attempt it at once. A simple task that more advanced users can help the novices through works much better.

Messages

imessageIntroducing teachers to the idea that free web-based messaging is available using the iCloud accounts is something I think is important. It can greatly reduce the pressure on the school email and people quickly get used to it and many often prefer the format of messaging over email. Group messages can be started between 3 or more, which can help department discussion too. Get your school leaders messaging as a group and they will love iPads forever :-)

Here’s my list of do’s and don’ts:

  1. pair-up the less confident with a more confident buddy.
  2. For your first session task, only attempt to use pre-installed or free apps that don’t rely on the internet connection after they’re installed (reduces problems by 80%)
  3. Make sure people get the best from the iPad by setting up an iCloud.com email account using the iPad setup screens (easiest way to setup the account) Advice: use the same email name as your normal (most used) email name, e.g. johnDoe86@gmail.com = JohnDoe86@iCloud.com
  4. Other than the iCloud account, don’t spend too much time with other account setup. It’s more engaging to get on with some fun first.
  5. Make sure they have at least taken a photo, downloaded an app and sent an iMessage. (iCloud based iMessages can reduce the strain on the email system and only use wifi)
  6. Make your first tasks are fun and use a small number of apps
  7. In most cases, don’t let the technician run it. In my experience too many technicians focus on technical issues like server connections and file transfers. This can kill the fun and initial desire to use iPads.
  8. Have instructions in writing (with screenshots if possible). Relying on verbal instructions to any audience gets very messy very quickly.

The main aim is to have a task that everyone can enjoy, regardless of the ability level. Photo Booth and Pic Collage are both simple but fun apps that all can enjoy and this is why I included them in my resource below.

I thought I’d put together a quick resource that you might use if issuing a number iPads to teachers in your school. Hope you find it useful and good luck! This JPG links to a PDF version.

iPad handout PD-iPadWells

How to Keep iPad children safe online

5670717552_5b4766bb55_zHas your child got an iPad from Santa? I may be an iPad teacher calling myself @iPadWells and running this blog on iPad use but I’m also a father of 2 daughters with all the normal excitement and fear that comes with that. One of my daughters soon reaches the magical double-figure age of 10 and there is talk of her maybe (insert usual “if she’s a good girl” rhetoric that usually gets ignored) having an iPad for her birthday.

The thought of her sitting alone in her bedroom with access to all that the internet has to offer scares me just as much as I’m sure will the day she steps into the first boyfriend’s car. But I’m calm. If there’s one person who can keep her safe on an iPad, it’s gotta be me or I may as well stop blogging. Photo credit.

Where to begin?

restrictionsThis topic is another reason I continue to recommend the iPad for young people, schools and families. The iPad has so many settings built-in to it’s iOS (Operating System) to keep children safe from both adult content and health issues like RSI and hearing loss. Google too has many filtering settings that can be applied to an account. These days, independence starts online before it might do in real life and online Apple and Google accounts seems scary but is necessary if a parent is to maintain a level of control. As a parent I can use the legal requirements that an online account creator needs to be 13 as a way to explain why both the iCloud/App Store account and the Google Account’s passwords must be only known by the parents.

Which Age?

11607904776_dd1a338324_zChildren still need to be able to explore the world online and also discover apps that might be of use. I think free-reign on purchasing from the App Store before 13 has gone wrong for many, especially if the child isn’t earning the money themselves. Saying that, I would want my child to be able to explore the store for potential tools and games and justify to me why they are worthy or productive.  Given what we teach to 13 year-olds in New Zealand about sex education and the like, plus what will be discussed in the school playground, I decided that 13 would be the age I would start to relax restrictions on content but until then I’d like to know things were filtered a little. Photo credit.

Filtering & Restrictions

Make sure when you turn on iPad Restrictions (see help sheet below) you at least turn off restrictions on Safari, Camera & Airdrop. Kids need: the web to learn 21st century citizenship; the camera to make films, trailers and photograph events in their life and Airdrop is useful for transferring files (like photos) between devices. Once the iPad’s website filtering is applied, websites can be unlocked with a passcode and even listed as permanently ok. I will simply tell my child she can see me to unlock a site.

Music can be filtered for explicit content and under General – Music settings, the max volume can be limited which is great for anyone but especially young people who are proving around the world to be suffering from noise-induced hearing loss due to regular earphone wearing.

Why Google and Apple Filter?

The iPad will filter the sites from loading but not the Google search results. You need to separately log the child in to Google and turn on search filtering for the account so all searches show appropriate results only. This filter can then be locked with a passcode. (See help sheet)

Below is my quick click-by-click guide on getting started with filtering for safe iPadding:

(This is version 1.1 – no black arrows on step 4)

Child-Safe-iPad-@iPadWells

Next step?

PLAYING-MAKING-iPadWellsOnce your child is using the iPad you might want to have a discussion about screen time and how it might be limited. Here’s a previous post and poster about the discussion/agreement I had with my kids: iPad Screen Time

How to make an @iPadwells Poster #02

COLOUR: This lesson covers dealing with colour and sticking to colour themes and working with images within your colour theme. I find colour a fascinating topic as we are all effected by it far more than we think. Advertisers are using colour everyday to not only grab your attention but control what you think about things. When trying to take a reader through a topic within one of my infographics, I am very aware of how colour will effect what they look at first and the importance their eyes will place on each element. 

Below is my 2nd “How to make an @iPadwells infographic” video lesson. These can all be found in their own playlist.

Music by Kaitain.

Topics covered:

  1. Palette
  2. Theme
  3. Keynote shortcuts
  4. Images – Tinting
  5. images – as a starting pint for colour theme.

Here’s the summary slide. Hope you find some of it useful.

Posters-lesson02-by-@iPadWells

How to make an @iPadwells Poster #01

I blog about many educational things but by far the most common question I get is:

“What do you use to create your infographics?”

So here’s lesson 1 from a series I’m recording about what I consider when breaking down a topic into a structured graphic that people might choose to digest. This lesson is about layout, order and balance. There will be more videos to come and each one will be accompanied by it’s own summary infographic. #Funny

Although they can be made with an iPad, the level of design details I consider make it quicker to do on my Mac.

Music by Kaitain:

Other Uses:

These videos might also help students to improve the quality of presentation for many document types and not just posters. I use all the same rules and tools when designing documents, flyers, websites and even resumes. Teachers might find it useful when putting together Keynotes or resources for students too.

Here’s the summary slide:Posters-lesson01-by-@iPadWells