KidzTek Article

Earlier this year I was invited by Digital Learning and Teaching Victoria (DLTV) to consider a role as Associate Editor for their online journal. I was quite flattered by this offer, as I have worked closely with DLTV and one of its founding organisations, ICT in Education Victoria (ICTEV), for many years. Of course I accepted! In accepting this position, I decided to write an article for their upcoming journal about my KidzTek program, to share my thinking behind how it was formed. Please find my full article below.

 

KidzTek logo

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KidzTek: Full STEAM Ahead in the Early Years Classroom

“Play is the highest form of research.” – Albert Einstein

Last year, after a number of years teaching older students, I made the move to a grade 2 class. Towards the end of 2013, I requested this change due to my observations when working with the junior levels as a Digital Learning coach. I saw a need for more support and guidance in using technology in creative and innovative ways. Having led the 1:1 iPad program in grade 6 for three years, where students used their iPads as a way to enhance and showcase their learning, I felt it was time to provide the younger students with this same opportunity.

 

Walker Learning Approach

One of the biggest differences I noticed in my move to an Early Years level, since the last time I taught grade 2, was the implementation of the Walker Learning Approach. This is an Australian developed pedagogy, designed by Kathy Walker, that engages students in personalised learning experiences. For more information about this learning and teaching approach, please explore the following links:

During the Walker Learning Approach, or Investigations, as we refer to it at my school, students are tuned into their learning experiences for the day, move to and between a number of centres (with intentional provocations) where they investigate a range of skills, then reflect on their learning at the end of the session. The centres the students explore include reading, writing, mathematics, science, collage, construction, block construction, dramatic play, sensory and tinkering.

Art-BallerinasThroughout the year, I noticed how much my students loved working at the mathematics, science, collage and tinkering centres. My students often asked if they could draw pictures at the writing centre too, which led me to setting up an art centre. Having an art background myself, I would often talk to my students about their personal interests, then share artists and art works they may be interested in. For example, my students interested in ballerinas explored the works of Degas.

These experiences and conversations helped me see that my students were keen to explore STEAM concepts, aka Science, Technology, Engineering, Arts and Mathematics. I thought long and hard for quite a while, trying to develop a way to build on my students’ interests in these areas so they moved between centres similar to the Walker Learning Approach, yet had more freedom in selecting what they wanted to do and explore. This is how KidzTek was formed.

 

KidzTek

KidzTek was created primarily to expose my students to elements of STEAM. Unlike the Walker Learning Approach, the centres, or rather activities, don’t necessarily include skills the students are learning or consolidating throughout the day or week; the activities actually reflect the students’ interests on that particular day.

When I first introduced KidzTek to my class last year, I asked my students if they knew what STEAM stood for. They didn’t know, which is what I expected. I wrote the letters down my whiteboard, with the corresponding learning area represented by each letter. I asked the same question again. After many guesses and prompting, my students were eventually able to identify most of the words. Engineering was Stop motionthe one they stumbled on. We listed the types of activities they could undertake in each area, and, not surprisingly, many of the activities reflected those already at centres for Investigations. As a result of this, and as a means of providing my students with new opportunities, I listed a few additional activities. These included coding, stop motion, K’Nex, marble runs and Rube Goldberg machines, which were actually part of my initial brainstorm, as documented in my KidzTek blog.

My students were really interested in knowing more about these activities, as they had heard about some of them, but hadn’t seen or explored them. I thought about talking through each activity, so my students had a clearer picture of what each was about, but decided not to. I felt that this would have impacted on my students constructing their own learning and collaborating with their peers to work through any challenges. I did, however, share a short clip with them, Audri’s Rube Goldberg Monster Trap, as way to reinforce design, construction, prediction, evaluation, perseverance, resilience, failure, success and reflection. The clip was a big hit and, you guessed it, my class was buzzing with excitement and enthusiasm to explore, create, learn and share.

 

2014

During term four, when I introduced KidzTek to my class, I ran the session weekly – each Friday afternoon. My students were always excited to participate, often coming back inside from their lunch break with a clear intent regarding what they were going to do.

easyblogjrEarlier in the year, I set up a class blog, after being contacted by an app developer. The app, Easy Blog Jr, allows you and your students to post text, photos and videos directly to your blog with only a few taps. Please refer to my posts for more information. I wanted to capture my students’ learning and thinking during KidzTek, so I decided to link the app to my KidzTek blog too. Each week, my students would ask for my iPad, take a photo, voice record a recount or reflection, show me for approval, then press submit. I loved the way my students were becoming global authors. They would often play back their recording and record themselves again if they felt their message wasn’t clear, prior to sharing their post with me. I embraced this independence and reflection, and encouraged my students’ ability to take control of their learning.

Last year, one young boy, who transitioned to my class during term four from my school’s onsite support (specialist) centre, was the first student to create a closed circuit that lit a globe and played music. Through perseverance, he also made the ‘helicopter blade’ fly. You can’t even begin to imagine how proud he felt when the class cheered on his effort and achievement.

Coding3Two students decided to explore some coding apps on my iPad. During the following session, one of these students connected my iPad to the Apple tv and began teaching a larger group of students who wanted to learn how to code. She demonstrated what to do, then passed my iPad around, watching the tv screen and providing support. Coding became quite popular after that session, with around 10 students gathering each week to learn to code together. The amazing thing about this is that I did not show any of my students how to code. I only showed them where the coding apps were located on my iPad.

This experience, or rather program, has shown me “what is possible”. I have seen my students welcome STEAM concepts and thrive on exploring them further, on their terms, at their pace.

 

2015

This year I have introduced KidzTek to my new class. They, too, have welcomed the experience. Surprisingly, though, they have different areas of interests. Maker spaces and tinkering is more their style. My classroom is bursting with boxes and old circuit boards. My students’ parents are amazing in topping up our supplies. Active imaginations also run high. One student pulled apart a circuit board and used the parts to create a remote, similar to the one in the movie ‘Click’. It was great when his peers and family played along with his ‘invention’ and commands, e.g. pause, rewind, fast forward. Another student made night vision goggles, whilst another made a Transformer.

DashandDot-LabeledforReuse2I’ve shared with my class my interest in robotics. I have ordered ‘Dash and Dot’ and cannot wait for them to arrive so my students can have a play. In the meantime, I am setting up some ‘simple robots’ kits. These include materials similar to those I used during a workshop I attended at the FutureSchools Expo in March. Shortly after working with Daniel Green and Dr Sarah Boyd from the Macquarie ICT Innovations Centre, I came across a kit posted by Tinkerlab on Facebook – Make Your Own Tinker Box & Build Robots. This has been my inspiration. It contains many items you can purchase from stores like Jaycar, e.g. springs, wires, globes, magnets, plastic ties, etc. Mine also includes battery holders, hobby motors and insulation tape. I’m looking to add copper wire too. I cannot wait to see what my students create when I introduce them!

 

I haven’t been able to run KidzTek sessions as frequently with my class this year, due to timetable constraints. This, however, hasn’t affected my students’ enthusiasm. If anything, it is feeding it. Interestingly, my students from last year have asked if I plan to run KidzTek as a lunch time club. I am definitely considering this, as clearly there is a need to provide students, particularly primary aged students, with opportunities to explore STEAM concepts. Imagine the possibilities these experiences will create!

Educreations

As mentioned in my previous post, I’m teaching a grade 2 class this year after 3 years in a grade 6 1:1 iPad classroom. I initially thought there would be a big difference with assigning tasks and students completing these using any app/s they wanted, but to my surprise, there isn’t. My little darlings this year have proved to me that student voice and choice is just as alive in an Early Years classroom!

educreationsCurrently, Educreations is the app of choice! My students love creating movies and video clips, as well as tutorials with it. They particularly like the way they can record themselves, press pause, add a new slide or two… then record themselves some more. They often critique the end result and re-record themselves to ensure a high quality product. For 7-8 year olds, this is AMAZING! 🙂

With so many recordings, I needed to think of an easy way to view them all. In the past, my older students have created their own Educreations accounts and emailed me a link to view their work online. Rather than ask my grade 2 students to do this, I decided to set up individual school accounts for my students, where I can log in via the Educreations site and access their dashboards. It did take a while to set this up, but in the long run, it is worth it, as now I don’t have to sift through copious emails to find what I’m looking for.

Kids Collaborate

When I first started this blog two and a half years ago, I also set up a wikispace and Facebook page that shared the same name – “Kids Collaborate”. I registered a business with this name as well. For me, at that time, I was very keen to establish a space for educators around the world to “connect, create, collaborate and communicate”. This idea was put on hold back then, as I started a new venture, integrating iPads in a 1:1 setting. Now that I have that under way, I am very keen to pursue my initial plan 🙂

Today, I spent some time updating the Kids Collaborate wikispace. I’ve listed some global projects my students are keen to be part of. If you and your students are also interested in participating, please get in touch with me. More details can be found at the site.

At present, five projects are listed. I call them the “My School” series 🙂 They include sharing images about:

  • your school
  • your classroom
  • a playground in your school
  • the items in a student’s lunch box
  • the view from a window in your classroom

Inspiration for the projects have come from my students, as well as Professional Learning sessions I have attended in the past.

My students are keen to create presentations using the images shared.

This space is available for you to list your own global projects too 🙂

Learning with iPads

Last year, my colleague, Jessica Gallagher, and I were extremely fortunate to be given the opportunity to present at ULearn, an international learning and teaching conference held in New Zealand. We presented how we integrate iPads in a 1:1 setting. Our hands-on workshop was booked out. Throughout the conference, attendees thanked Jess and myself for inspiring them and suggesting purposeful ways iPads can be integrated. They loved our list of free apps too.

This year, Jess and I are presenting a similar session at the ICTEV conference. Shortly after our abstract was accepted, we were approached by ICTEV to write an article about our session for a publication about mobile devices. We are flattered that we’ve been recognised as innovative educators who promote student voice and student choice through effective ICT integration.

Please read our article below.

 

Learning with iPads – By Jessica Gallagher and Michelle Meracis

Manor Lakes P-12 College is a government school in Wyndham Vale, a rapidly growing residential area. The school opened in 2009 with 450 students. Today, the school has approximately 1600 P-11 students and 200+ dedicated staff. The College is set amongst large grounds with numerous active and passive play areas.

Manor Lakes P-12 College strives to provide a personalised learning program through a rigorous curriculum that integrates the use of Information and Communication Technology. Currently, students in years Prep, 1, 6, 7 and 8 participate in a 1:1 iPad program and students in years 9-11 participate in a BYOD model. This allows for learning to take place anywhere, anytime. Mobile devices have not simply replaced pen and paper; they have rather enhanced student creativity and collaboration.

iPads were first introduced to grade 5 students in late 2010 when the college was asked to take part in the DEECD iPad trial. In the very beginning, apps were mainly used to support and reinforce concepts covered in classes. They were introduced during warm-ups as a way of tuning students into learning and, in some cases, to front load students. Now, iPads are a tool used to support the learning process when and where students see fit. Teachers set learning tasks and students choose how to complete and present them.

 

Literacy

Staff and students at Manor Lakes P-12 College use a number of apps to support and reinforce literacy skills, particularly in the areas of vocabulary building, note-taking, planning, drafting and publishing. Many of the apps have been suggested by staff, but most have been discovered, tried, tested and shared by the students.

Some of the apps we use during the first 10-15 minutes of literacy lessons, our warm-up/tuning-in time, include Chicktionary Lite, Whirly Word, Story Spine, Mad Libs, Words with Friends and Hanging with Friends. All of these are free. Chicktionary Lite and Whirly Word are both anagram based games. They require students to create a number of words out of the given letters. Story Spine and Mad Libs both focus on the strategies and skills required for creating an interesting narrative. Mad Libs reinforces parts of speech too. Words with Friends is a game similar to Scrabble and Hanging with Friends, as the name suggests, is similar to Hangman. In our classrooms, we alternate between using the Apple TV to explore these literacy apps as a whole class and giving students quiet time to work independently.

Many students prefer to take notes on their iPad using apps such as Popplet Lite, SimpleMind+, Corkulous and Lino. These apps allow students to record notes in a speedy manner, move them around and alter where necessary. They are also popular for planning written texts, as are Bamboo Paper and Idea Sketch. Sound Note is another great note taking and planning app as it allows students to verbally record their ideas, as well as type and draw them. As teachers, we love that our students are planning and organising their ideas using these apps, but we encourage them to write in their books too. There is a time and a place for writing straight on the iPad; it is all about the purpose of the activity.

In terms of publishing, iMovie, Storyrobe and Explain Everything are at the top of our students’ lists. Students find it easy to import text, images and photos into these apps and voice record over them. Toontastic is another app that students enjoy using. Its layout complements the 7 Steps to Writing Success program and reinforces the sequence and strategies necessary for composing a correctly structured narrative. We have heard some students say that they like how Toontastic has clear steps for them to follow, making the process of writing and publishing so much easier.

Another great publishing app is Wattpad. This app allows students to publish their work to a global audience and read the published pieces of those also signed up to it. We have noticed that students who generally refuse to write anything are suddenly motivated to write and publish their work. The published pieces are sorted into genres, making it easy for users to locate something of interest.

During independent reading, students have the option of selecting physical or digital texts to read. In many cases, students read pieces from Wattpad. They also read iBooks, eBooks, online books and material from web sites, such as newspapers and history based texts. As teachers, we roam and engage in conversations with our students to ensure the texts they are reading are appropriate for their reading level and age group.

 

Numeracy

Similar to literacy, we use a number of apps to support and reinforce numeracy skills. Many of these apps are discovered by students and shared on a daily basis. In most cases, these fun and addictive games are played during the warm-up/tuning-in time at the start of each lesson. Currently, the most popular math apps include MathBoard, Mathletics, Math Dragon, Math Ninja, Math vs Zombies, Number Battle, Pick-a-Path, Shuttle Mission Math and Speedo Math.

One particular app we have found to “stand out” from the rest in terms of supporting and reinforcing student learning is Virtual Manipulatives. This app is an interactive fraction wall that can be viewed in fraction, decimal and percentage form. Students can drag tiles out to a main working space for simple comparison and manipulation. Equivalent fractions, decimals and percentages are all in the same colour too, making the connections easier to see and make. Students of all ages and abilities have benefited from this app.

Drawing apps have been useful during small teaching focus groups. Rather than students writing on paper or a small whiteboard, students complete equations on their iPad in a drawing app and save their work directly to their camera roll. This image is then inserted into their digital portfolio or used as the background to a voice recording that outlines the steps undertaken to complete the problem. In the beginning, students used Reel Director, Splice, iMovie and Storyrobe to create their tutorials. Over the past two years they have moved onto screen recording apps like Explain Everything, Educreations and ShowMe Interactive to produce the same result.

In the beginning, students kept their tutorials on their own iPad, sharing their work with their peers and teachers only when prompted. Now, students export their tutorials to their camera roll and either email them to their teachers or upload them to a shared folder in Dropbox. Our students really enjoy watching and listening to the different ways they each learn. We are currently collecting the student made tutorials so we have a bank to select from to support student learning across the college, as well as to front load students in a way similar to a flipped classroom; the main difference being that these tutorials have been created for students, by students, using “kid speak” rather than “teacher talk”.

An idea we have been looking into is having a student video record their teacher on an iPad during the introduction of a lesson to later post to a shared space, i.e. Dropbox, YouTube. At present, students take photos of the examples completed on the board to refer to, but if someone records their teacher, an immediate tutorial can be created for students to watch and listen to again, anywhere, anytime. As an alternative to this idea, because not everyone likes to be videoed, teachers have started to connect their iPads to an Apple TV and then record themselves using a screen recording app introducing the lesson. A tutorial is instantly created and, during the lesson, it is uploaded to Dropbox for students to refer to. Students are encouraged to view the tutorial prior to the following lesson to reinforce the concepts and skills already covered.

 

Inquiry

For inquiry based work, students select the apps they feel best meet their presentation needs. This may include using one or a number of apps. Over the years, we have seen a big shift from a picture and some text in Keynote to top quality graphic designs created in PicCollage. Some students take these designs one step further by importing them into iMovie to produce digital masterpieces including voice recordings and original music composed in GarageBand. Like all lessons in each learning area, as a class, we discuss the apps that can be used to complete certain tasks, to model thinking about our thinking, as well as to assist those who may be a little unsure of where to start. Ultimately, though, the choice is up to the student as to how they present their work.

A very popular app amongst students of all ages and abilities at the moment is Haiku Deck. It is very similar to PowerPoint and Keynote, yet adding images as backgrounds, positioning text and rearranging the order of slides is much easier. Its simple features make it an effective and powerful app to produce impressive presentations.

 

Collaboration

Since the beginning of the 1:1 iPad program, we have been amazed by the natural transition towards collaboration and peer coaching amongst students. It is common for students to sit on the floor in small groups to assist each other and discuss the tasks they are completing. The design of the devices lends themselves quite easily to students passing iPads around to share and showcase what they’ve done and how they’ve accomplished this.

This has been particularly evident in the iBuddies program, where classes in grades prep and 6 pair up and participate in purposeful lessons that provide students with opportunities to work collaboratively on their iPads. Over the past two years, we have observed the preps learning and practising foundation skills and the grade 6s strengthening their peer coaching and leadership capacity. A bonus from last year’s experience has been the way this year’s grade 1 students have supported their current teachers with using the iPads to enhance their learning by selecting appropriate apps to complete class tasks. This has been very helpful in supporting the grade 1 teachers, many who are new to the college, with effectively integrating the technology in their learning and teaching programs.

It is evident that student voice is a strong component of our 1:1 program. A large part of its success stems from students having the freedom to choose the app/s they want to use for a task and then being able to explain why they chose it and deemed it to be appropriate. This emphasis has really strengthened our students’ abilities to articulate and reflect on their learning.

 

Cloud Technology

With a major focus on digital learning environments, we have needed to explore ways for students to share work completed on their iPads with their teachers and peers. In the very beginning, this was through email. Every student at Manor Lakes P-12 College has an email account. Over the past two years, we have moved across to using Dropbox. Within Dropbox, teachers create one shared class folder that all students in that grade are invited to access. Teachers also create individual folders for each student that only them and that student access. This set up is made possible by students having their own Dropbox account. Managing work this way has proved to be less time consuming as teachers don’t need to scroll through and open copious emails to download attachments, they can rather access student folders and view submitted work on any connected device.

A number of classes are also using Edmodo and Google Drive as mediums to share and submit work. Teachers at Manor Lakes P-12 College work with their students to select the preferred space to use and work within, again demonstrating the college’s focus on student voice.

 

The use of iPads in classrooms at Manor Lakes P-12 College has certainly opened up new and exciting ways for students to create, collaborate, connect, share and reflect. They have allowed students of all abilities to feel immediate success and produce work of an outstanding quality.

Google All The Way

This year I decided to go down the path of setting up a Google site for my class web site (https://sites.google.com/site/6michelle2013/), rather than a wikispace. I’ve been using wikispaces for the past 4+ years, but last year the layout changed when viewing wikispaces on iPads, which lead to some confusion amongst my students.

I’ve adapted well to using Google sites; it isn’t much different to wikispaces. I must admit it is a lot easier than html coding… the way I used to create web sites in the mid to late 1990s… Oh, the memories! 😉 I loved the programming side of things back then, though, as I majored in programming in my Post Grad… and I do often resort to coding when I want to tweak a few things on a web page, i.e. height and width of images or embedded objects.

This year, I’ve decided to use more Google apps and features with my class. In the past, I’ve embedded Google calendars and forms in web pages, and linked to Google docs, but seeing I’m using Google sites, I think it is fine to say that it is now Google all the way! 🙂

Google apps and features have also flowed through to my team. Last year, my team and I began to use Google docs for planning. This year, I have set up Google templates for all of our planners and term overviews. This allows everyone to access and collaborate on all documents with ease… anywhere, anytime 🙂

Passion Projects

My students have been completing Passion Projects since 2001, after I attended a Gifted Education Professional Learning session at Bialik College in Melbourne. I was really impressed and inspired by the projects students in grades 1 and 2 created. I vividly remember a scaled down model of a blue whale made out of chicken wire suspended from the ceiling. Facts were attached to it in a mobile-like fashion. It left a lasting impression on me, to the point that I still speak about it today. I recall going to school the next day and sharing my excitement with my grade 5/6 students. Within a week, two students had created a wire elephant – they had worked on it over the weekend. I suppose my intense enthusiasm rubbed off on them.

Over the past ten years, I’ve set few parameters regarding Passion Projects, other than the students having to list five things they already know about the topic and five things they’d like to find out. I think it is important to provide the students with some guidance regarding their research as a way of narrowing down their focus. I’ve also encouraged them to list where they think they can find information, to highlight the difference between primary and secondary sources.

imagesLast week, my team and I were talking about how to incorporate the Design, Creativity and Technology domain into our learning and teaching program. Passion Projects can easily satisfy this. The only problem I have is that I don’t want to set parameters for a project just for the sake of it. I’d like to present an idea to the students that they’d find interesting and exciting to explore, something to draw on their strengths, yet also allow their opinions and ideas to shine. It was then that I had a brainwave. Over the weekend I received a link to an amazing infographic about the evolution of the web: http://evolutionofweb.appspot.com/?q4114671=1. How good would it be for the students to explore the evolution of computers, from mainframes to mobile devices, including smart phones!? They could be a recently employed member of a technology firm whose first project is to design the next generation mobile device. Our students have used iPads for over a year now. They know what they like and what they don’t. I’m really excited about this. The students can sketch designs, label diagrams, even make their own prototypes. I’m currently writing the Design Brief. Please find a snippet of it below:

“Congratulations! You are the successful applicant! We, at MLC Technologies, are excited to have you as a member of our team.

For your first project, we’d like you to think about the development of technology over the years, i.e. computers to laptops to mobile devices, including smart phones.

In your interview, you mentioned you had extensive experience with current technologies, this being iPads. We’d like you to consider the positives of the iPad in your design. We’d also like you to add components you believe it lacks. Be as creative as you like! Money is not a problem!”

Check back soon for an update on how things are going.

Flickr

This week, the grade 6 classes went on an excursion to Serendip Sanctuary, Lara. It was truly one of the most enjoyable excursions I’ve been on in all of my 14 years of teaching. My students loved the excursion too, especially the ponding experience where they investigated and classified pond life.

IMG_0247

During the day, I took over 100 photos on my iPhone. I wanted to share the photos with my students and thought long and hard of ways to do this. Seeing my students have iPads, it wasn’t possible for me to upload the photos to the school server for them to access. Emailing all of the photos to them wasn’t an option either. I tried uploading the photos to Dropbox, but only 10 to 15 of them loaded. Then I thought about Flickr. I set up an account, looked at the settings and pondered possible privacy issues. I wanted the students to access the photos of themselves, but I didn’t want the photos to be visible to the public. At this point, I hadn’t uploaded any photos yet.

images-3At school the next day, I spoke to my team teaching colleague, James, about my dilemma – our classes went on the excursion together and there were photos of his students too. Together we decided it would be best to create a private Flickr account both of our classes could access, to upload the photos, then email out all of the log-in details to the students. In the email, I reassured the students that nobody, other than us, could see the images. I also shared that the photos would be on the site until the end of school on Friday, so if they wanted any particular photos, they needed to save them to their iPads prior to then.

This idea seemed to work well. The students were able to log in to the account, view all of the photos and save the ones they wanted. At no point were the photos visible or searchable outside of the log-in.

As part of sorting out the excursion experience, James and my classes came together to talk about what we saw, heard, smelled, touched and tasted. James and I also shared that now they were to represent their time at Serendip Sanctuary in any way they’d like. We brainstormed ways of doing this, i.e. drawing, writing, performing, creating a presentation on their iPads, etc… It was wonderful to see so many students select different ways to complete this task. Some students drew pictures; others made collages of animals. Many students opted to use their iPads, but in saying this, they chose to present their experience using different apps, i.e. drawing apps, Strip Design, Popplet, Corkulous, Flip It, ReelDirector, Keynote, etc…

I love learning experiences like these, where you set the task and students select how they want to process and complete it. I’m a big fan of student voice and student choice… as are my students!

**Update: All photos including students have now been deleted from the Flickr account.

Tutorials

Screen shot 2011-09-02 at 9.07.18 PMThis year, my students have created a range of tutorials to demonstrate their learning and understanding of concepts covered in class, mainly for mathematics. To begin with, my students used a number of apps to create a short movie, i.e. a drawing app and ReelDirector. They would take screen shots of their work as they progressed through the equation, then import their screen shots from their Camera Roll to ReelDirector. In ReelDirector, they’d place their images in the correct sequence and voice record over them the steps they took to complete the equation, eg. Addition and Subtraction. This process proved to be quite time consuming, but it displayed my students’ ability to use a number of apps to create an authentic piece of work they could embed in their iPortfolios. This tutorial also revealed any problems and misunderstandings a student had regarding the concept/s and the calculation of the equation. What a fantastic form of assessment!

Screen shot 2011-09-02 at 8.53.32 PMShow Me Interactive Whiteboard is an app my students now use to create tutorials. It is a simple drawing app that integrates the steps the students had previously taken, as outlined above. Students are able to record their written and verbal explanations at the same time, similar to a screencast. There are now quite a few apps similar to this one available. I suppose it is up to you and your students to find the one that best suits your needs. I was actually involved in trialing the beta version of this app, so I am a little biased… hehehe…

iPlay

Gaming is a big part of my students’ experiences with the iPads. They love exploring and sharing the apps they have downloaded, comparing their scores and levels and assisting each other to improve their progress. I thought long and hard about incorporating gaming into my learning and teaching program to promote higher order thinking and reflection. I was hoping that by relating these skills to gaming, something my students do with ease and so naturally, the transition and transference of similar thinking and reflection processes about concepts covered and learnt in class would be much easier.

I posted my expectations on my class wikispace (http://manorlakescollege-6michelle.wikispaces.com/iPlay) and shared with my students my latest addiction to Angry Birds. My students loved sharing their successes with the app and I loved hearing the tricks to pass certain levels.

angrybirds

Brief:

During iPlay, I’d like you to play a non-violent game / app for around 20-30 minutes. I’d like you to take screen shots of your game / app and think about the strategies you use to score points, pass each level, etc… I’d then like you to create a presentation for me outlining the following:

  • Name of game / app
  • Purpose of game / app
  • Strategies required to score points, pass each level, etc…
  • Important information future players of this game / app need
  • Hidden features
  • Why do you like playing this game / app? (At least 5 sentences.)
  • What improvements can be made? Why?

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.