iSnack

Last term, the grade 6 students asked if they could have a time during recess to remain inside to ‘play’ on their iPads. A number of recess activities had been organised for younger and older students at school, but unfortunately, the grade 6s missed out on many of these – these activities weren’t available to them. This could be because, as grade 5s, they were seen as a difficult cohort. Oh, how things have changed… So, in listening to the students, the grade 6 team decided to open up our classrooms twice a week during a morning break.

To date, the numbers have been consistent. Around 20 to 30 students remain in class during recess, eat their play lunch, socialize with their peers and play on their iPads.

Based upon my own observations, the boys like to sit alone, in pairs or in a group of 3. The girls, on the other hand, like to sit in large groups on the floor, mainly in a circle. Some of the girls use apps with a chat facility, even to chat to friends sitting opposite them. This has me wondering why, as educators, we ban instant messaging in class. I am a supporter of social networking and truly believe we need to model correct use of “chat” in classrooms.
Sure, the students will test the waters to begin with; they need to get the novelty out of their system… but after a while, who is to say that they won’t use the feature responsibly? Why spoil the opportunity for all based upon the chance that only a few students may continue to abuse the privilege? I actually wouldn’t mind if my students used ‘txt speak’ during such chat sessions too. Chat is a part of many people’s lives, whether it be through instant messaging or texting. In today’s age, it is part of our students’ lives… it is a part of our lives. If we, as educators, embrace this feature, who’s to say that the students won’t remain on task? Like all activities, there would need to be a purpose behind its use and inclusion. The session would need to be monitored, if not by the teacher, then by a responsible student. I know that many of my students take screen shots of inappropriate chat comments after school and share them with me the following day. So, if my students know right from wrong outside of school, what makes one assume they are going to do wrong during school hours? I’m going to give my students the benefit of the doubt. I’ve added the chat app to my class’ Ultranet Collaborative Space and plan to trial chat sessions next term both during and after school. Stay tuned to see how things go.

Collaboration

One thing I am noticing more and more during this learning journey with iPads is the way my students like to sit on the floor in pairs or small groups to discuss their learning and what they are doing on their iPads. I have always given my students the choice to sit at their tables or on the floor whilst undertaking independent work tasks, but I’m becoming more aware that very few students are remaining at their tables. After being involved in 1:1 laptop programs for two to three years, I’m seeing a greater degree of collaboration amongst my students with the iPads than I did with laptops. They hand their iPads between each other like they are workbooks. They are happy to share them. They are happy for someone else to use theirs. They are happy to work together. They are happy to learn with and from each other. Upon reflection, I find I am like this too. I am happy for my students [and young nephews] to use my iPad and show me what they can do; however, I wouldn’t be as comfortable having them use my laptop. What does this say about iPads and how we use them in the classroom? What does this say about iPads and how students view them in relation to their learning? What does this say about iPads and how we should use them in the classroom?

Stephen Heppell actually made me conscious of this when I heard him speak at the DEECD iPad trial PL last month. He spoke about students’ seating choices within learning spaces, the way a number of schools overseas encourage students to take their shoes off during class and how willingly students hand over their iPads to their peers. Maybe this could be something for you to think about too…

iPads 4 Learning – Professional Learning

Last month, I was fortunate to attend two professional learning days with inspirational educators as part of my school’s involvement in the DEECD’s iPad trial. It is always a pleasure to listen to and engage in meaningful discussions with educators who share the same vision… this being improving the learning experiences of students by embracing the mobile technologies available to them. It is also great to visit schools. I just love entering learning spaces, talking to students about their learning and listening to conversations between students and teachers, but moreso between students and students. As I wrote earlier this year though, it is important to adapt what you hear and see to meet your own school’s/classroom’s needs… innovate, don’t replicate!

Day 1

On the first day, we visited three different school settings to view the ways iPads are being integrated in learning and teaching – Ringwood North Primary School (RNPS), Ringwood Secondary College (RSC) and Victorian College of the Arts Secondary School (VCASS). Students at all schools demonstrated a connectedness to their learning using the iPads. They were engaged and were able to articulate their learning. The leaders within the schools had a clear vision and explained the learning journey for themselves, their staff and their students. I particularly liked the way the Principal of RNPS stated that the main focus at their school is the process, not the product. I also loved RSC’s motto: iLearn, iShare, iCreate, iPad. It is clear that creativity is valued and promoted within these schools, something I can personally identify with because, as mentioned in an earlier post, I want my students to use the iPads at a transformative level, not as a substitute. By this I mean that I want my students to use a number of apps/skills to create something to demonstrate their learning, thinking and understanding; I don’t want the iPads to be used just as a word processer, web browser, game console or calculator.

Day 2

On the second day, we met at Federation Square. Wow! is all I can say! This day was truly inspirational. I walked away with my mind buzzing with ideas. Where to start?

Screen shot 2011-06-07 at 12.32.38 PMWe began the day with Stephen Heppell, a well-respected international educator. Stephen shared his passion for learning spaces and inclusion of student voice within the creation of these. This had me thinking about my own classroom. There is a lot of floor space and the tables are grouped to promote collaboration… but at what point did I involve my students with setting things up? Hmmm… Stephen shared an example of a class in London. This class entered a competition and won some money to transform a room into their ideal learning space. From what we saw, this room had low-level lighting (stobe lights) and there weren’t any whiteboards, rather many surfaces that could be written on. There was a tiered seating area, perfect for collaboration with iPads. There were desktops with video conferencing capabilities set up as a Skype bar and when these computers weren’t being used, current affairs and news were streamed on them, as well as any unused LCD screens mounted around the room. The students moved between spaces responsibly, they were engaged in their learning tasks, they felt ownership over their learning space and they wanted to go to school.

Stephen also shared that in England, a few teachers he knows use Facebook and Twitter with their classes. These teachers have two identities, one for their friends and another for their students. The teachers set boundaries with their students as well, stating that they won’t look at their profiles, photos, etc…  and they will only communicate via the group. The class group includes the teacher, all students… and occasionally, an expert is invited in to respond to students’ questions. Then, once their expertise isn’t required, they are removed. Again, this had me thinking… I set up a Manor Lakes College Facebook group last year and don’t feel it has any direction. I posted a couple of discussion topics and have noticed students post to the wall every now and then. I’ve also noticed parents join the group as this group is open to the general public. Oh wow… just after writing that, I can hear alarm bells are ringing… How safe is this group for the student members? It is open for anyone to join… Hmmm… note to self, when setting up my class group, make it closed and by invitation only. I need to go in to the current MLC group and change the settings too…

One more thing Stephen mentioned that had me reflecting on my own practice was the amount of time my students spend actively learning. Stephen spoke about a school in Scandinavia where rather than students attending a number of different classes/subjects everyday, classes/subjects were taught in day blocks. Student progress through this approach was tracked over time and apparently data shows a dramatic increase in achievement levels. Hmmm… I don’t think I’m able to teach day blocks… but maybe I should start teaching double blocks for particular areas…

After Stephen, Kim and Gawain spoke about documenting our learning journey by keeping reflective journals and digital diaries. They shared examples from teachers they have worked with in the past and asked us to commit to sharing our school’s story. This had me thinking… why limit my school’s learning journey to only being told by the teachers involved… why not have the students create a one minute reflection on their learning journey too? What better way to evaluate the iPad trial than through the eyes and “mouths of babes”, so to speak?

ngvfacade1Our next session involved us getting out and about in Federation Square. We were asked to form teams, select a place to go to, find something there that resonated with us, compare and contrast it with something else and present this all in a creative way. My team and I chose to go to the Stormy Weather exhibition. There, we selected photographs that related to our own local environments, photographed them and found photos on our iPads that related to them. This was the easy part. The hard part was trying to get everything across to one iPad to create the movie. We tried to send pictures via email, but that didn’t work. We tried to transfer pictures via the Bump app, but that didn’t work. We tried to upload pictures to a wikispace to download from, but that didn’t work. So, eventually, we used Dropbox. The problem solving was intense. The collaboration was authentic. The task / challenge was rigorous. The experience was fun. Whilst doing this, we also needed to check Twitter because tasks were going to be posted for us to complete and respond to.

Please find below a link to my team’s final response. The original file was over 40mb, so in order to export the file, the quality was set to low.

Stormy Weather

As educators (and learners), we found this activity engaging. Imagine how students would respond to an activity like this at school or when on an excursion. I know when I did my Teacher Professional Leave (TPL) a few years ago on the integration of PDAs in classrooms, my students loved using the mobile devices out in the yard and when on excursions. It required a bit of work on the teacher’s behalf beforehand to create a brief / short movie outlining what to do / what information to collect, but in the big scheme of things, where do you draw the line for authentic learning opportunities for students?

As you can see, there is a lot to absorb and process from the two days. I now need to prioritise my ideas and put them into practice. I’ll post an update very soon.