SITTI – School Improvement Through Teacher Inquiry

In New Zealand, we are fortunate to have teacher inquiry/research written into our national curriculum document. This asks teachers to ensure they are experimenting with strategies to improve their practice and recording the process and results. My own school has put together a planning group to bring all of the school-wide improvement strategies together. The aim in doing this is to make more sense of why we have each component. It is a common complaint from teachers that school organised PD is irrelevant to what they do. It is also common for teachers, when asked to quote school vision or goals to draw a blank.

SITTI Model by iPadWells

As a way of structuring my own thoughts around this, I have sketched out a model that I’m referring to as SITTI (School Improvement Through Teacher Inquiry). The aim of this is to link the components and increase awareness amongst the whole school community of why various strategies to improve the school and professional development are taking place. By the way, I’m pronouncing SITTI and one says “City.”

Here is a summary of my thinking regarding each component of this cyclical process.

SCHOOL VISION:

School vision is generally universal around the world but should be tailored to local circumstances and current research regarding the needs of young people given the world they will be entering after school. It’s from this vision a school should build its goals.

SCHOOL GOALS:

Aimed at achieving the vision. Based on research & data within the school plus worldwide initiatives and research, the school needs a limited number of annual goals that are realistically manageable and measurable through teacher action. I would recommend about 3 based around pedagogy, tech integration and community collaboration.

TEACHER INQUIRY

This is becoming the norm in New Zealand but some schools are still struggling with implementation. These inquiries are measured and documented teacher or department experiments with teaching practice.

The key here is that teachers:

  1. Consider the school goals
  2. decide on something they can experiment with to improve outcomes (Student surveys can offer teachers ideas)
  3. Collate data or carry out surveys with the students to gage current status regarding the targeted improvement.
  4. record / blog the experiment
  5. Compare results at the end and evaluate to decide the next steps
  6. repeat forever!

TECHNOLOGY?

There might not be “an app for that” when it comes to the chosen strategy experiment but I am sure technology can assist in some way. This might be in how communication takes place, recording results (Socrative survey) or just a useful website not used before. Technology can make things more interactive, more personal and more efficient. I would talk to you technically minded colleagues to see if what you are trying could be assisted by technology.

PROFESSIONAL DEVELOPMENT

If PD is centred on aiding the specific inquiry that the teacher has chosen themselves, there’s naturally more relevance and meaning and so more engagement by the teacher in question. Often schools provide or issue so much generic PD for all staff that strategies don’t embed because too many staff fail to engage meaningfully. This way, the teachers feel in control of their own development and can even work in teams to experiment with the making new strategies work for the students. There’s much talk online about student-centred learning, well we now need to ensure personalised teacher-centred PD too.

EVALUATION

This is the important bit. One issue here is that the evaluation should never be carried out alone. Students or other teachers should be involved in analysing results or offering suggestions as to whether improvements of any kind have been achieved and what still requires further inquiry. If possible, good data should be used and class surveys be carried out to ascertain which aspects of the strategy should be worked on and which dropped.

TEACHER REGISTRATION

In New Zealand we have to provide a portfolio of evidence every 3 years to renew our teacher registration (eligibility to teach in NZ). This is expected to include an inquiry and in doing so fulfils many of the 12 professional standards that NZ teachers are held to by the government. By working through this SITTI model, a school can be sure that awareness of vision and goals, teacher research and inquiry, collaborative working environments, teacher registration / professional practice and steady school improvements will all be more successful. Presenting it in one model also makes the 6 components make more sense and connect all the activities into one process.

SITTI MODEL

I hope this helps teachers worldwide but particularly in New Zealand. Many of these issues are becoming more problematic as schools develop and modernise expectations of teachers to not only use technology but also connect and show more awareness of their profession and be more transparent regarding the work they do in the classroom.

An End to “21st Century” Learning Tools

21C Learning Tools-ipadwells

Digital Learning Tools and Modern learning technologies

Digital learning tools are seen by many people as those tools that are in some way different to other learning tools and need to be treated and discussed as such. “Let’s go to the digital learning zone” or “Now it’s time for class to use their iPads” are common announcements in many schools. Maybe we should stop saying digital, 21st Century and modern. I wonder if this mindset might be damaging to learning.

What are the issues?

baby on iPadIn the developed world, Digital technologies are embedded in all life experiences and ‘embedded’ is the key term here. Many schools set themselves apart from this life by making these latest learning tools somewhat mystical or special. Schools purchase class sets of iPads or Chromebooks and then allocate time slots for their use. Lengthy deliberations take place before Youtube or other social-media is permitted into school sites. Draconian blocking policies are written regarding the specific apps learners are or are not allowed to use in school (here’s an app kids use to get past the blocks). Punishments are organised for those learners found “off-task,” a judgement of “bad choice” applied to the student that is never applied to the teacher who designed the task being avoiding. Teachers do have a tendency to design tasks that they would enjoy or that work for their own way of thinking. On this matter, I would advise teachers check out Universal Design for Learning and the work of Katie Novak, Ed.D.

Photo Credit

The development of computer labs or “iPad hours” is something that whiteboards, pens, books and other learning tools never experienced. Many schools are still isolating digital experiences as something special and separate to the ‘norm’. This appears strange to the so called “digital natives.” They are “natives” not because they are naturally expert but because they have not experienced a world without regular contact with digital technologies, such as digital TV. What takes place in the digital lives of these ‘natives’ is routinely unspectacular and only commands the same level of interest as any non-digital thing they might do. This does not stop schools and institutions reacting to those more extreme stories that hit the headlines or become staffroom gossip when deigning policies and procedures.

Individual teachers too use their personal fears or lack of confidence with devices and technologies, such as cloud computing, to restrict the opportunities of the learners in their charge. The format for learning that is most comfortable to the teacher can reduce the depth some students might reach and standardisation is still seen by many teachers as the only manageable way to assess the learners.

How did “digital is separate” develop?

Perspective

old-computerI think this derives from the experiences the teachers had when schools made the transition to using digital tools, a transition young people today never experienced. They never had to wait 10 minutes for dial-up or a ZX Spectrum game to load! I try not to be amazed when some of my students are sketchy about what exactly a CD is. The students so often seem surprised by viewpoints (often hostile) that schools develop towards digital tools. Although there are many individual exceptions (I know many personally), it might be that the generations that did not enjoy playing with digital technologies as young people, don’t have as friendly or playful a relationship with them and thus take much more cautious and smaller steps. Photo Credit

Costs

The cost of these tools is also a complicated issue. I have heard many discussions about how buying an iPad is not like buying a pencil.  There are many examples, such as this one, where schools prioritising the need to make access to digital tools as ubiquitous as pencils and paper, find ways to fund them, even when serving the poorest communities. Cost is often used as an excuse to bolster the preexisting reservations held by the adult school community rather than be an absolute obstacle itself.

Primary vs. Secondary

The primary / elementary sector are doing better at making a more life-reflecting adoption than secondary / high schools. It showed recently when it was reported at Ulearn, the biggest New Zealand education conference, that only 15% of delegates discussing current best practice were from the secondary sector. Why is this? I have much experience in training secondary school teachers to say that the power base they wish to retain as masters of their own subject silos, encourages them to shy away from any tool or pedagogy that might readdress the balance of control over the learning in the room. It doesn’t help that the universities are often as silo’d and traditional and demand more traditional preparation and evidence of learning.

Managing mindsets

window BrainstormAlthough the pace to adopt digital devices is relatively rapid and there seems to be various understandings that they are either necessary or seemingly ‘ the ‘thing to do’, I wonder how schools will manage the mindsets of teachers and parents to not treat them as the only tool required or a special set of tools to release at particular hours of the day.

If schools continue to treat these tools differently they risk operating a school environment that becomes alien to the students and thus harder to learn in. Young people have expectations regarding the ubiquitous nature of these tools and do not view them as special but just part of doing anything. A recent example of this was when my BYOD class showed far more excitement that they could write on the windows to plan their project than the fact that a video documentary was an option for the outcome.

Not special but expected

I can tell you one fact and that is that learning does not happen just because you’re holding a device or connected to the internet. In fact the reasons why successful deeper learning takes place have never changed, regardless of our rush to be excited about the web, social media and iPads. Young people don’t want to do everything on devices but do have experiences or witness examples daily of their effectiveness for communication, active learning and creativity output. Young people understand digital tools as a constant option on a Smörgåsbord of numerous tools to carry out all sorts of tasks both in life and for learning. All tools offer potential, the trick is to keep an open mind and not treat one tool differently based on one’s own skill set or experience.

This post is part of a #ebookNZ project organised by Sonya Vanschaijik and being co-authored by a great set of New Zealand based educators for Connected Educator Month – Click here for details

Big thank you to Beth Holland (@brholland) for giving me feedback and advice on this post before publishing. Checkout her work at edtechteacher.org.

Stop Teaching – Start Learning

lecture

Do you ever teach a class?

By ‘teach’ I mean talk to the whole class to share instruction or discuss content. If the answer is yes, then I would like to examine your aims in doing so. The three common reasons for talking to a whole class are:

  • Task instruction;
  • Delivery of content/concept/facts;
  • Class discussion.

I believe that only the first of these 3 can be said to succeed in it’s aims and even then fails often. All forms of learning should offer equal opportunity to all, not only to be involved but succeed in the learning intentions. Every learner deserves to maximise their time available to ensure they definitely learn and grow. People are different and so any one-size-fits-all mechanism is guaranteed to fail to be fair to all. I have spoken to people of all ages who agree that teacher verbal + visuals delivery of content to a large audience (more than 5) only suits a small minority who can focus, retain and process the information as it is shared. Photo Credit

Let’s examine each one in turn.

A. Task instruction

A task instruction should be 5 minutes at most. Even if a list of instructions are verbally delivered to the class, at least they are static, surface level information that can hopefully be easily repeated and spread through the class by the learners themselves. I’ve seen many teachers upset that tasks were not carried out as per instruction but this is solved by ensuring their is a mechanism or practice designed to receive and record the instructions. This is the least of our worries.

B. Delivery of content (big topic!)

Question: Why is traditional class teaching / lecturing still so popular?

Answer: It’s the easiest option available to any teacher. They know their topics, they know their script, they did the same lecture last year (most of the time) and thus it requires no preparation, no planning of student activity, no thought as to the current relevance of the content and in most schools, nobody will complain as students will be blamed for not ‘studying’ if they fail. Easy!

An important aim should be that every moment in the development of young people in schools is fully inclusive. Even the idea that a variety of teaching techniques is ok suggests that waisting the time of 50% of learners for 40 minutes is ok as we’ll cater for them later on. This is not good education.

Stop Teaching - @iPadwells

10 assumptions behind teaching a whole class (single-point delivery of content) are that:

  1. All listeners are listening. If they’re not, that’s their fault.
  2. If listening, all listeners can absorb information at the same pace.
  3. All students will be present for this once-a-year performance. If not, too bad.
  4. All listeners understand at the same level. (Your delivery caters for both slow and fast processors equally)
  5. All listeners only require the one delivery (or you’ll be repeating yourself any number of times)
  6. All learners hold the courage to stop you and ask questions publicly (Self esteem has no impact on learning)
  7. There’s not much that can be done as some learners are just better at ‘learning’.
  8. Delivery style can make teaching ‘entertaining’ and thus work for most. (after all, you can’t cater for all)
  9. Students ask for lectures, they like them and these requests have nothing to do with a desire to passively disengage during the teacher’s ‘performance’
  10. Some kids are just cut out for school more than others and can concentrate. That’s life!

Even if you accept that only some of the assumptions above are not true then you have to accept that by not catering for all, delivery of content to any audience larger than about 5 people, fails immediately in it’s aim to include all in the learning. Education must move on and take much more flexible, student-centred forms if it is to fulfil its aims for all learners.

First Step

The next question for most teachers is: how can I get through all this content whilst catering for all types of learners and offering flexibility?

Your first step into student-centred learning is to remove the one-size-fits-all delivery and “Flip” the content online. Flipped teaching is a few years old now and has been presented as a structured programme of: “watch the lesson for homework, then do activity in class.” I prefer to not structure it so much. Once I’ve said and shown what I need online, I can feel confident to handover the designing of activities to the student.

Some students share headphones to watch the teaching videos in class, some watch at home and some don’t need the lesson at all. Everyone goes at their own pace and I challenge the whole class to only prove certain understandings or solve certain problems. The time freed up by not teaching the whole class allows me to dedicate all my time to individuals or small groups requesting extra assistance. This also allows the students to involve more people outside the class in their projects.

First App – Teach the way you’ve always done but more efficiently.

Here’s a little intro into the Explain Everything App. My first Flipping tool 2 years ago. All teachers need to know their year long courses are actually only 3 hours of teaching, once you remove the pauses,  tangents, diagram-drawing time, mistakes etc. I’ve recorded 7 high school courses for ages 14 to 18 and they all came under 3 hours. 1st time Flipped teachers don’t know what to do with themselves.

i4S-Explain Everything-iPadWells

C: Class Discussion

This is a grey area and can depend on the skills of the teacher. Designing how the discussion will include all and then how to manage the discussion as it takes place is tricky.  Very few people have the skills to really have everyone in the room feeling confident they can be involved. Large group discussion can be heavily influenced by personalities, which can act as obstacles to the aim that all learn equally. Unless you divide the room into smaller discussion groups and help structure how each individual will feel included, discussion can rarely succeed in all its aims.

Conclusion

If your young or old learners have devices, they are free to access your teaching when and however it suits them. It is time to open up learning as something they do in life, tackle and enjoy together and not just something they receive from a single point at a single time. Learning is also something every teacher should be doing and it is most important that every teacher model good learning behaviour. Technology has quickly changed the educational landscape and it’s time for all teachers to learn to navigate and be part of this landscape.

I posted more ideas about why this is important here: iPad Teaching is NOT about iPads

Why recommend the iPad for schools?

ocKids-iPadThis blog is nearly 2 years old and I thought it was time to revisit the reason for its existence. I am still teaching 11 to 18 year-olds everyday in BYOD classrooms (not iPad only) and can claim a significant experience in the various pros and cons of all types and brands of devices. When I’m considering which students are supported the most in their learning by their device, I still conclude the iPad and its eco-system is my recommendation for handling the full breadth of activities and opportunities undertaken in 21st century schools.

I do appreciate that during the last 4 and a half years it has become fashionable in education to proclaim “the device doesn’t matter” but each week I experience a at least one moment where it does.

10 Reasons why I still recommend iPad

Issues 1 – 5  – Tablet format over Laptop

  1. Filming
    filming-iPadThe first one is easy and takes into account that an individual learner’s ability to film and edit, either to learn or reflect on learning is such a important tool these days that the device must be able to be used as such. Young people live their lives through instant access and ability to take photos and videos on the move. This is where my students on laptops and Chromebooks are left stranded at their desk. Photo Credit
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  2. Active learning
    outsideIt’s not only the resulting photos and films that come from tablet devices but that the learners can be on the move so easily during the process of learning. This extra flexibility that the tablet format offers my students allows them to move from inside to outside as they need, often on the spur of the moment . My students work outside for both the sake of the project requirements and/or that of just comfort. It’s often highlighted that if a learner’s not comfortable, they wont learn.  Photo Credit
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  3. Touch
    drum machineWho said you can’t teach both programming and digital citizenship with drum machines? I do. Be it a sliding control, a drum pad or an paint effect, the learning opportunities that touch offers far outweigh any outdated argument that young people can’t comfortably type vast amounts of text by tapping the screen. After all, they tap 30,000 words per year into Facebook alone, mostly on the phone! Touch offers a much more connected, real & enjoyable experience during activities. It often removes from the mind the fact that tech is even involved in the process.
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  4. Tilt & Flexibility
    spiritThe iPads ability to physically replicate so many tools in the hand, such as a spirit level, microphone, test tube, moving paint, bouncing ball and any number of physics experiments, never mind the wow factor of green screening on the move also means the laptop student is left to imagine and not experiencewhat physical effect one thing might have on another.
    .
  5. Augmented Reality (AR)
    iPad-ARAR is already becoming a major feature in education and iPads have made a great start with a a number of great apps and systems like Aurasma and Layar. To make the most of these systems and also create your own, you need a device that can be held on the move. This has become a major part of my arguments for iPads over laptops. Photo Credit
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Issues 6 – 10 – iOS, Apps, eco-system  & learning opportunities

  1. Technology for all.
    6228914346_a84141e62d_qApple has always maintained the same philosophy. “We want you to be you, whilst we worry about the tech.” You may have read my many posts on kids’ programming and think I’m one of those extra-techie types but I have a strong argument for the fact that most people are ‘normal’ and not interested in how it all works. They want to get on being the artist, author or scientist they’d like to be. I have found my non-iPadding students having to do far too much research into if an equivalent app is available or which plugin they require to carry out a task. This slows down to learning process, causes frustration and has many of my students leaving their device in their bag and pairing up with an iPadder. Yes, Apple’s walled garden of a system frustrates geek types, but for the huge majority it means immediate productivity. Photo Credit
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  2. Advanced App store with education focus
    app store edThe average teacher and student needs as much support as can be made available when introducing or keeping up-to-date with using their devices to learn. Apple has always led the way with providing this support for education, highlighted by their organised, categorised educational app store. iTunesU has also become a major educational system for many schools and allows for the easy management of content whilst developing student driven programmes. iPads have the advantage of being the primary educational choice and in-turn have the educational app developers investing more time and money into serving schools on iOS.
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  3. Kid friendly code learning
    hopscotch screenYou may already know me as a supporter for kids learning to code. There is an international push to have all students learning this craft that forms such a central part of everyone’s lives these days. You can code on both Android and Windows 8 but only in it’s full advanced code form. If elementary / primary school kids want to learn how computers think and how code works, the iPad is still the only tablet offering apps, such as Hopscotch to learn how code works and has many on offer.
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  4. Teachers supporting teachers support Students supporting students.
    ipad-helpUnfortunately for the other companies, most teachers I’ve met and know have an iPad (except the really geeky ones). When it comes to professional development, teachers prefer to receive ideas and recommendations from other teachers. This has led to a much stronger knowledge base in how to get things done on iPads than that of other devices. In Education websites, blogs and in professional social-media chats, the dialogue around tablet use will be centred on what’s available for iPad and someone venturing out on this road will find the transition far more easy if holding an iOS device. Photo credit
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  5. Technical Management for Schools
    iphone_configuration_utilityNot my favourite topic, but for elementary / primary schools, non-BYOD and any school wanting more control over devices, apps and multi-seat licensing, Apple has now produced a suite of management tools that make this easy. I wont go into too much detail but check out the MDM and iOS8 pages for more info. The competition is far behind in this area, especially in offering educational multi-seat licensing for those apps you want every student to have.

 

Extra thought – Google Account is a must.

I thought I’d just add that in addition to the iPad, I do still recommend a Google account. The cloud-based document sharing eco-system that Google provide, along with Youtube makes it a must for handling the bulk of traditional documentation, whilst adding the sharing and collaboration tools. The Youtube is also a must of offloading the iPad video content. It’s just a shame that Google went with the business model when designing their Chromebook device, meaning people would require a 2nd camera device to carryout truly active 21st Century education.

 ocKids2-ipad

Conclusion

I write this from years of personal experience and yes, I know that there will be thousands out there who know one of the other systems inside out and will argue that it’s just as easy and flexible on the other platforms. My experiences tell me that the key difference is the amount of technical information required to setup quickly to learn on the other platforms. This takes time that many teachers & students are not willing to invest.

One issue I’ve noticed is that where elementary / primary schools are more likely to be flexible, innovative learning environments, as students enter high school, teachers, concerned with what seems like a long list of content to get through, are more likely to be demanding lengthy written work after hours of lectures. This drives them away from considering the iPad as the appropriate device. I would ask those teachers to take a real look at how the world and especially the young people in their classroom go about their lives. Look at how collaborative, active & flexible we all are these days and consider how your content could be accessed and processed rather than delivered and simple duplicated by the students.

For me, the iPad is still the device to get. It’s not just about business tools and apps, it’s about learning and this is still the are where Apple leads in tech. Education needs it easy and the iPad just works!

 

 

 

 

 

#Edchatnz – NZ leads Education

21c positives#EdchatNZ – How one ‘lone nut’ can change education.

I’ve just had the pleasure of doing two presentations at the first #EdchatNZ conference at the splendid Hobsonville Point secondary School  (@hpsschool). If nothing else, it made me glad to be a Kiwi and celebrate not only a world-leading education system but the people who make it.
The conference was lead by Danielle Myburgh (@MissDTheTeacher), the original instigator of the Twitter chat #EdChatNZ. Her positive energy is infectious and her opening keynote focused on her status as a ‘lone nut’ in NZ education.

What followed was two days of inspiring workshops and talks from forward-thinking NZ educators who all showed passion in ensuring young kiwis would experience a 21st century relevant, collaborative and challenging education.

Some of the many points that were discussed

  1. Students should be involved in ALL aspects of education including planning.
  2. Community should be directly engaged to find knowledge and resources relevant to the students
  3. Learning spaces should be flexible and used to encourage different types of learning behaviours from social to reflective.
  4. Schools should be dismantling the traditional hierarchies and ensuring that all are seen as both teachers and learners.
  5. Challenges should be arranged around real-world situations and problem-solving.
  6. Technology is just one of many tools. Relationships are key.
  7. SOLO Hexagons help develop thinking
  8. Connected teachers are a powerful force for change.
  9. Messy play & hard fun are inclusive terms that encourage engagement.
  10. MOST IMPORTANT: A Grelfie is a group Selfie !

It’s exciting that a little country like New Zealand can have such a fast moving and inspiring educational community and I look forward to the next #edChatNZ (No pressure, Danielle :-)

Here’s a little poster I made about it:

 

5 thoughts at EdChatNZ-sml

Analyzing iPad Myths in Education

iPad MythsAre you still trying to fight for iPads in your school?

Many obstacles that iPad cynics attempt to put in place when discussing a roll-out are based on untruths, poorly research and/or out-of-date information. I was delighted when my Canadian Twitter friend and fellow iPad blogger, Steve Lai decided to join forces, as we’ve done before, to combat this dis-information that floats around the education profession worldwide.

This Post explains how to argue a Case for iPads in the Classroom.

A collaboration between iPad Educators:

Steve Lai (@sly111, Canada) and
Richard Wells (@ipadwells, New Zealand)

Preamble: This article is to support iPads in teaching. However, it is not to devalue the benefits of a great teacher. The execution of iPads in class is only going to go as far as the passions and mindset of the teacher allows it to. In other words, the iPad will never replace quality teaching.

MYTHS vs. TRUTHS ???

  • Who needs an iPad? My laptop can do everything I need in class.

    • Steve: “While it is true that the iPad cannot run programs like Photoshop, laptops can’t be used as cameras or while standing. A modern, active learning environment can be hindered in options by laptops. However, the large majority of common daily tasks (web browsing/word processing/email) can easily be achieved with the iPad. If you don’t need to perform high-end projects, you might find it possible to rely solely on an iPad. However, most of us will still need the performance of a PC some time or another.”lap-ipad
      .
    • Richard: ” The camera is the new pen. People of all ages have started using photos and video to do many tasks they used to do with pens, such as: photographing signs, posters, & whiteboards instead of taking notes. Taking selfies instead of writing postcards; making & editing video instead of writing essays. Laptops can not be used as cameras and so will find their usefulness in general education decrease over the next decade.”

      filming.

 

  • Teachers will no longer be teaching, students will just be playing

    • gamingSteve: “On the contrary, teachers will both be learning on the go and teaching what they learn. Professional development is paramount in keeping up with the latest trends in teaching, and that is no different when it comes to technology. While there can be review “games” students do on the iPad, they must have an appropriate reason to be utilized in the class. Most students will undoubtedly play plenty of games at home on their own time; they are not meant to be played in class. Instead, the successful iPad teacher is free to work with students one-to-one on the tasks after lesson delivery, and will facilitate the learning much more carefully, negating the need for the students to just ‘play’.”

      .
    • Richard: “The 21st Century has given the young person tools and services that offer a power to drive one’s own learning. Teachers nowadays need to consider their role and how much they are developing young people to either rely on them for each step or achieve a deeper learning from discovery, experimentation, collaboration and reflection. I try to design programmes that ensure students are not asking “what do I do next’ or ‘can you tell me how to do this’”
      .
  • iPads cannot play Flash
    • flashSteve: “In truth, there actually are apps that allow Flash to be played on an iPad, but the real question is why are certain people making this “issue” their argument against iPads? This may have been a strong argument back in 2010-2011, but these days, websites have adapted to suit the iPad. I rarely encounter websites that require Flash, and when I do, I just move on to a more updated one. HTML5, which plays just fine on iPads,  has more or less replaced Flash in the modern Internet, and is a very suitable alternative.”
      .
    • Richard: “Most computing & business these days is mobile & personalised. Adobe themselves have stopped developing Flash for all mobile devices to focus on HTML5. It is important to future proof your courses and reliance on Flashis risky. More importantly, it should be the students who are offered the freedom to experience learning in a more personal way. My students often show me newer tools, sites and apps that do the same job better.”
  • Students interaction will decrease; they will rarely communicate effectively with each other.
    • class ipadSteve: ” In groups of two or three, students have shown tremendous ability to work together on iPad projects. In my experiences, they have no qualms about sharing the actual iPad use, and, in fact, teach one another very successfully. Even in a one-to-one setting, students are willing to help each other when needed. When projects are completed, they are very excited to share them with the rest of their classes.”
      .
    • Richard: “Active learning increases the need for teamwork. The iPad offers opportunity for student driven learning and thus increases the amount of communication between peers as they create material and connect to learning outside the classroom too.”
  • There is no USB connection on an iPad: How do I save and import my files?
    • usb ipad Steve: “USB drives came in very handy a few years ago. They replaced the disk, and could fit much more storage. Students would hand in their assignments via USB. It was, needless to say, tedious to keep track of all of them! Nowadays, Cloud storage of files replaces USB drives. Using Google Drive, saves are instantly made, so students don’t need to worry about using (and losing) their USB keys. Another cloud storage solution that have become very popular is Dropbox. In fact, most productivity apps will already have Dropbox integration. With online storage, you never need to worry about losing that USB key. Need to transfer a file from one device to another? AirDrop is also a relatively new and easy way to do so.”
      Further reading:
      Dropbox for Dummies – Why you shouldn’t need your USB again
      AirDrop: iOS 7’s most important new feature for teachers
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  • You can’t easily print with an iPad
    • print ipadSteve: “Almost all new printers have wireless (Airprint and WiFi) printing. Most printers are affordable, some costing as little as $30. No, your laserjet printer from 2005 won’t be able to print off your iPad, but the next printer that you (or your school) purchase(s) will. Having said this, printing has become less of a necessity, as intelligent educators would rather have electronic copies instead of piles of paper.”
      .
    • Richard “There are many free tools and services that allow students to publish their digital work online. Thousands of schools are asking students to blog their school work and reflections. This publishing is important for a number a reasons and can negate the need to print. Teachers, parents and peers can comment on the work and I have my students offering praise and assistance. This more personal approach to feedback can also increase engagement. Paper still has an important role to play in education for a number of creative reasons but the one of them is not to duplicate the work from an iPad.”
  • Apps are expensive!
    • ipad costSteve: “Apps cost a fraction of what we used to pay for computer software. We understand that teachers don’t particularly like to spend their own money on apps since they do purchase a lot for their classrooms already. However, with proper research through online networking and word of mouth, teachers can purchase only the apps that are deem worthwhile. Most apps will cost less than your average latte at Starbucks. Before purchasing, say, a $10 app, talk to people who have used it, or read several reviews of that app in the App Store.”
      .
    • Richard: “All the essentials for a modern learning environment can be found for free. Students can film, edit, draw, write, publish, record, and share for free. Let the students do the work of discovering the best free tools and make that an important part of their learning – they’ll need it for the rest of their life!” 
  • The iPad is only a consumption device.
    • Steve: “While the common use for the public for iPads is definitely for consumption purposes, there is an ever-increasing amount of creation-type apps for iPad. The possibilities are literally endless using apps such as Garageband, iMovie, Sock Puppets and Explain Everything.  It is amazing to see students use their imagination to create projects beyond our expectations. The large majority of iPad owners will use their devices almost solely for consumption, but with proper professional development and encouragement, educators can unleash a sky’s-the-limit approach to what can be created with the iPad.”
      .
    • Richard: “Adults are often happy just consuming information but young people soon get bored. From Minecraft to Green-Screen filming, my students much prefer making things to express what they’ve understood from the teacher, research and each other.”
      Further Reading:
      Creation vs. Consumption: Which iPad user are you?
      Content Creation Apps

 

  • “iPads will be perfect for note-taking whilst I deliver my teaching”
    • Learning is not something that gets delivered. iPads, particularly in a 1-to-1 environment, allow a teacher to work with the students whilst they create their own approach to learning content and skills for life.
  •  “There’s no Microsoft Office on there, so why would I bother?
    • Steve: “Well, actually, yes there is, as of March 2014. The caveat is that you need a Microsoft 365 subscription to be able to edit documents. Some schools may offer their teachers subscriptions, while other teachers will need to decide whether or not the $99 annual fee is worth it. If they are already current 365 subscribers for their PCs at home, then using Office on the iPad will not cost anything extra. There are also apps of MS Office “suites” that you can edit all your MS Office files, such as Quickoffice and Polaris Office. Finally, Apple’s own iWork suite is now free for all new devices, and is a viable and more affordable alternative.”
  • iPads are too complicated to use with elementary age students
    • imovSteve: “Right: Grade 4 students created this green screen movie:
      My students are a prime example of how the above statement is not true. I teach students in an elementary school with a set of 16 iPads, and I have been impressed at the work that has been done with them. With proper instruction, students are eager to not only master the basics of what is taught, but also to go ahead and strive to exceed teachers’ expectations. This could be from the fact that the large majority of my students will have at least one iPad in the family already. But with the intuitiveness of age-appropriate apps, most students do not have difficulty with doing at least what is expected of them.”
    • Richard: “Adults often think some apps are not intuitive because they approach all new adventures with a lot of hesitation and fear of ‘getting it wrong’. Kids don;t suffer this hesitation and learn apps amongst themselves very quickly and are always willing to share their experience with other. Classes of any age students soon sort themselves out.

Conclusion

If you’ve made it this far then thanks for reading all our information and I hope it helps. In my experience, the central theme to any negative viewpoint on iPads is a lack of awareness of:

  1. Young people’s habits and practices since the birth of devices & social media
  2. 21st century priorities and that IT has become integrated in all life and not a separate school subject
  3. 90% of people don’t want a technical relationship with the device and want the simplicity that so many school technicians realise would remove much of their workload.

I would hope most schools and teachers have moved beyond fighting these myths but I know it’s not the case.  It’s worth noting that I work in  a BYOD school using all devices and can report that the teachers, students & technicians agree in our daily comparisons, iPads do just work more often and with more ease that all the others. They are also capable of achieving 100% of most students educational needs.

Thanks Steve for another fun collaboration and for all your work on the theme & images etc.

 

 

Photo 1: Creative Commons

Moving the ‘un-moveable’ teacher

i4S GAFESUMMIT

Google Inspired

I’ve just had the pleasure of presenting at the EdTechTeam’s Google For Education Summit and it was an excellent event. NZ Educators came away inspired and full to bursting with new Google tricks and tips that will change the way students across New Zealand learn. I had a great time meeting EdTechTeam and must give a big thanks to Mark Wagner & Kim Randall for their generosity in letting me present (especially given my Twitter name & blog :-)

I picked up many great new tips and tricks which I will implement  in my classroom immediately. I pointed out to many people I spoke to that although the device I use and help people with is the iPad, the main eco-system I use is Google. It is only Google apps and services that will effortlessly deal with all media types and integrate and publish them as single products.

The presenters were excellent and covered the wide range of Google apps and services at all skill levels. I particularly enjoyed Ken Shelton’s Google Sites workshop as he got really arty about colour schemes and layout and personalising the sites as e-portfolios. I also thought Jim Sill was entertaining, no matter what he presented. Even his 3 minute ‘Slam’ on undoing email sends got the most laughs.

Why Google carefully?

The benefit Google has over Apple is its more open-source style setup. Developers around the world are free to design and launch add-ons and improvements to Google products which makes the eco-system as a whole much more flexible and talented at solving people’s problems quickly. It was these 1000s of features, tools and add-ons that we were wowed with over the 2 day summit.

Knowing that  the Google environment can inspire the geeky EdTech’er that much more than the closed, walled-garden approach of Apple is evident at an event like this but this is why I decided to present a word of caution amongst this show of tech brilliance & enthusiasm. The question every edTech fan should be asking themselves is “How many of my colleagues would choose to attend a Google for Education summit, especially during school holidays?” During my 12 years experience, the answer would always be a small number and edTech teachers around the world need to consider why this is the case when trying to affect change in their school.

The special minority

Here is my recreation of a fantastic and popular metaphor that has done the rounds on Twitter for a few years. It explains the types of teachers you all know when discussing tech in schools. I think it also applies to discussion of pedagogies and new learning techniques too. Unfortunately, I am not able to track down the original creator, so if you know please let me know. I’ve tidied up the presentation a bit but stuck to the original teacher types.

i4s Pencil Metaphor

The main point this diagram illustrates for me is not so much the types of teachers in a school but the percentages of those types in existence. The sharp end of the pencil represents the teachers who choose to regularly update their knowledge and practice in teaching approach and use of technology and yes, it’s only 10-15%. Educations biggest influencers are the majority of teachers who either expect & wait for professional development to be delivered to them (wood), feel they require no PD at all (Ferrules) or try to reverse any example of progression from that which worked 20 years ago (Erasers). My own school has been BYOD for 4 years and can still claim the same percentages displayed in the pencil above (I’ve only been there a year). The first question that every teacher/leader at the summit should have been asking themselves is “How do I affect genuine change in the majority of those I work with?” This was the heart of my presentation.

Moving the “un-moveable” teacher


My main points were as follows:

  1. Just because 15% of teachers have a self-drive to improve their own practice including technical skills & knowledge doesn’t mean the rest do.
  2. The history of western education has not produced a world body of teachers that view themselves as part of a world-wide connected and well-researched profession. Teachers around the world have always had an opt-out option and are rarely held genuinely accountable for the success of their students, as doctors and lawyers generally are.
  3. EdTech leaders in schools will not impress and inspire with tech alone. Most people don’t have the intrinsic interest in tech to find the abilities of technology engaging.
  4. Incentives to use technology must be non-technical and focus on the personal gain achieved from making the switch if real change is to be achieved – teachers are only human after all.
  5. Although not advised by Google, I used a single account for 16 teachers. The benefit of this was that all new material appeared in one place meaning they often stumbled across each others practice and inspired progress and new uses.
  6. Focusing first on the time-saving and workload reducing benefits, I was able to make technology and particularly the use of Google apps the saviour for my teachers and have achieved almost 100% uptake in regular use.

Self-appreciation club

It’s easy for conference goers & Twitter teachers (like me) to look around them and imagine an exciting industry-wide progressive movement into 21st century learning. I literally saw teachers at the Google Summit patting each other on the back, which, figuratively speaking, I see daily  on Twitter and Google plus too. This isn’t a bad thing but does lead many of the back-patters to assume that when they return to school the ‘others’ will naturally be excited about the new tricks, tools and devices and then get angry that “they just don’t do anything about it.”

I love technology (have you noticed?) but I appreciate that most people don’t and we have to approach moving to 21st century learning from the point of why it makes sense as humans and not tech-enthusiasts. This is the only way schools will see true change in what the majority of teachers ask for in their classrooms. After all, we’ve had decades of PD and the pencil still says it all !

 

 

 

How PD can make real change

scared_UserWriting blogs like this one and interacting with teachers on Twitter and the like can make edtech teacher types, like me,  forget that it is still the case that the majority of teachers are not confident or regular users of modern technologies (social, mobile & student-centred) and need effective introduction and explanation of their benefits. I would estimate this majority of the non-confident to still be around 80%.

I have been Head of Department in my current school for just one year and a number of my teachers have highlighted recently how far they’ve come in just one year. I thought I’d share my approach to providing PD and why it might be that it seems to work (well, some of it)

THREE QUESTIONS:

  1. Why does so much Professional Development NOT work?
  2. Why do schools make such slow progress with modern workflows compared with business?
  3. Why do some teachers refuse to budge from their tried and trusted methods?

FIVE COMPLAINTS

  1. “PD’s never to do with how I teach”
  2. “I always forget PD because I don’t use it immediately”
  3. “PD’s a waste of my time”
  4. “It’s always too much to take in”
  5. “I’m not confident with using technology in my teaching”

COMPLAINTS CAN BECOME SOLUTIONS

Choose an Tech-coach Teacher to work one-to-one with others and give them time to do it
Make PD to do with an individual’s current teaching – Don’t introduce an unrelated “new-way”
Give them a reason to use it immediately
Provide the PD at a time that suits the individual
Provide PD in small but frequent sessions
Confidence grows slowly, so only take small steps from current practice

SOLUTION ?

Every student is an individual and so is every teacher.

Providing standardised Professional Development to groups larger than 10 is just as effective as trying to teach a standardised curriculum to classes larger than 10, that is to say, not effective at all. The biggest missing piece in so many PD jigsaws is a reason for each individual to ‘develop’ in that way. As well as a professional reason, each individual will be looking for a personal benefit too. Some non-edtech teachers will need small conveniences added to their current practice.

HOOK THEM IN FIRST

hookMy trick is to always emphasise the personal benefits or conveniences such as time-saving, less admin or increased popularity with students to the teacher before explaining any professional or pedagogical benefit. In addition to this, by mostly working with individuals, I can also add an immediate use for the ‘development’ by looking at the specific teacher’s current teaching programme. This gets them using it for a number of days after the session. If they feel there’s a personal benefit, they’re more likely to give it a proper go. The professional and educational benefits will be truly realised in time and the teacher will be proudly trumpeting those, whilst possibly keeping the personal liking for it more quiet.

Photo Credit Link

KEEP IT SIMPLE – SMALL BUT FREQUENT. STEPS MAKE BETTER PROGRESS

When I’m working with a teacher, I only work with something they are currently doing and try to reduce the development to 3 points or even 3 clicks if I can. I also ensure I only ever cover one task that they are currently doing but show how it can be developed to be easier, quicker or more popular with the kids.

LINK THE STEPS

chainI try not to jump around topics and tools between sessions. Try to link all the small steps together. For example, moving to Google Drive is good for this as steps are taken within one account and the format is similar throughout the Google eco-system. Google Drive is also enough like an old PC but introduces the use of Cloud storage and can then link to increased iPad use through the Drive app and thus mobile workflows.

If you jump from one topic to another, teachers can’t picture how all the ideas and tools link in different ways to their current practice. This is particularly evident with training that focuses on app after app. Most apps are isolated tools that might be great but when piled upon each other with all their various features, can overwhelm and produce little progress. This happens even if an app is covered each week or so. In the first 3 years, build a plan for how a limited number of apps will work together in the long term.

Photo Credit Link

HAVE A BACKBONE

Any school or edtech team should have a planned set of apps or eco-system that together get all the basics done. This plan can be ignored or added to by the more confident teachers but acts as a core safety net for the less tech-minded. These basics are:

  • Sharing
  • Collaborating
  • Photos
  • Video
  • Text
  • Project organisation
  • Filing
  • Animation
  • Drawing
  • (I’m sure you might have others)

Many teachers I work with have often wished they’d just been told one way of doing things whilst other colleagues have enjoyed playing with a variety of apps. So providing a core eco-system is important to get everyone onboard.

Building basic confidence in tech use is the first hurdle for many teachers.

AN EXAMPLE

My Step 1: “Don’t worry, the new way is like the old way”
helpCreate a department Google Account to log all the non-technical people into on both iPads and laptops. Demonstrate the easy dragging of Word and Powerpoint files into the Drive and how it acts like an “old” computer.
Then show how the docs appear immediately on the iPad App. This worked well for our Apple TVs as I needed a wireless way to present all their normal files. The apps and browsers log in permanently, so no password remembering and They only had to remember that dragging worked.

Photo Credit Link

Step 2. “I have a great reason to start using this”
“I’ve canceled the next meeting!” When I said this, they loved that I had freed up their time but you can trade that off against having to comment inside a Google document where all the questions, topics and discussion takes place over a week, when they each find time. Their browsers and iPads will already be logged in so emailing the doc link gets them all straight in.

Step 3: “We need to reduce the workload for all”
Indicate that sharing the same Google file structure means they can all use the same files and replication and movement of copies between teachers comes to and end. Groups of teachers can then add to the same files. This also works well for school or department policy or admin files that can be completed by the whole team, reducing workload further.

Step 4: “Explain Everything but just with photos and a laser”
The only standalone app I introduced was Explain Everything. Non-technical, traditional teachers could see it’s worth as again it only recorded what they’ d always done. The trick was reducing the app to just 2 features:

  1. This is how you add a photo/screenshot to a slide,
  2. This laser lets you point at stuff.

The videos will go to the same google/YouTube Account so no further passwords.
Don’t mention Flipped teaching yet as it scares/annoys many teachers. In fact stay away for edtech vocabulary all together. :-)

Step 5: “Stop! That will do for year 1″
Let teachers master 3 things each year and the school will have far more overall success. If all teachers in any school were using Google services and Explain Everything, it would be a real leap forward for most schools.

THREE ANSWERS

  1. Professional development often fails by forcing too much too quickly, not giving personal/human reasons for shifting and not personalising it to individuals’ current needs.
  2. Schools move slower than business because they lack the financial / survival incentives to change. Schools should work with personal incentives to encourage change. Educational incentives are a worthier cause but in reality, teachers are human before they are idealists.
  3. Some teachers have habits developed over decades, so don’t try to change them but show how what they do can be done more efficiently and save them time. This will start the long road to change.

SAMR + Design Masterclass

Happy enough…

I’ve always been happy that I could visualise ideas for others and have had fantastic feedback from my readers, particularly in that area. Thanks readers! But…

Back to the drawing board

I also know when I’ve been outclassed by a talent on all levels. Below is a ThingLink poster that itself contains interactive elements to fill anyone with a complete understanding of the SAMR model for integrating Technology in the classroom. The fantastic Lisa Johnson (@TechChef4U) has combined knowledge, resources, (one of them’s even mine), and a flare for design to produce a toolkit for educators to start understanding where to go with technology integration.

This has inspired me to up my game further and definitely start using ThingLink properly!
I’m also jealous that her site looks so slick too.

The WordPress rules are blocking the interactive bits so checkout the ORIGINAL:

Here is the excellent design work that embeds on any site with the link in the top corner. Thanks Lisa!

Why iPad 4 Schools [Poster]

Decision Making?

If you need something short and sharp to convince decision makers on why it should be iPad and not an alternative, this poster might help. Laptops and Chromebooks make excellent business tools for those writing documents, sending emails and using Skype (not available for Chromebook) but for creative options in schools, it still has to be iPad.

iPad 4 Schools Poster