I first attended ICTEV in 2012, and as a first year graduate it was a fantastic starting point for the professional learning journey I have been on over the past twelve months. I made many connections with likeminded teachers via twitter, I learnt how to incorporate augmented reality into my teaching and strengthened my use of technology as learning tool.
This year however I took my involvement with ICTEV to a new height, and presented ‘Learning with iPads’ with my colleague Michelle Meracis. Our session focused on how we have used iPads in a 1:1 setting and how I am now integrating technology into my non- 1:1 setting this year. It was fantastic to hear how many people enjoyed our session!
Some key ideas and thoughts I took away from the day:
• ‘The device should not become the driver’: In other words, technology should enhance the learning of students, not replace the fundamentals of education. Students need to know how to use technology to their advantage, how it can assist them in creating a better quality of work.
• Practical Knowledge Triangle: Knowing what it is, knowing what it does and knowing how to do it.
• Social Media in classrooms should be used for global communication, collaboration, sharing ideas, researching, reflecting, asking questions, sharing links, and creating a digital footprint.
ICTEV13 has led to 3 Jess creating a Twitter Wall (see image below) and making many links with other classrooms and educators all over the world, in only 3 days! A MASSIVE thank-you to Bec Spink for inspiring me!
I began my journey at Manor Lakes College in 2011 as a pre- service teacher in a 1:1 grade 6 classroom. I was lucky enough to have Michelle Meracis as my mentor, an inspiration to say the least. She is innovative, creative and encourages student voice. She has been a great professional support for me, and I have no doubt she will continue to be for many years to come. Michelle has defintely helped shape me to be the teacher who I am today.
In 2012 Michelle and I were given the opportunity to present at uLearn, an international educational conference held in New Zealand. We presented on iPads and how we integrate them into our 1:1 setting. Our hands-on workshop was fully booked. This was a truly rewarding experience, as a first year graduate I was extremely flattered that other educators wanted my advice on the use of ICT in their classroom.
This year, Michelle and I are presenting a similar session at ICTEV, another educational conference. Shortly after we submitted our session abstract, we were approached by ICTEV to write an article about mobile devices. We are both flattered that we’ve been recognised as innovative educators wno effectively integrate ICT into our classrooms.
Please read our article below.
Learning with iPads
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(http://www.ipadsforeducation.vic.edu.au/). 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.
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 appsallow 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 planningand organising their ideas using these apps, but we encourage them to write in their books too. There is a time and a place forwriting 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 acorrectly 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 thepublished 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 locatesomething 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.
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 producethe 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 tofront 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 theiriPads 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.
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.
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 andshowcase 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 theircurrent 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.
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.
My name is Jess Gallagher and I am a second year graduate at Manor Lakes P-12 College in Wyndham Vale, Victoria. In 2012 I worked in a Grade 6 1:1 iPad program and this year I am with a grade 3 class integrating technology into our learning in anyway I can. This technology includes 8 MacBooks, an Apple TV, a class blog and class twitter.
I am an avid user of web 2.0. Over the past 2 years I have developed and contributed to class websites to support student learning and integrated social media (eg. Twitter) to share my own and my students educational successes and challenges. I have integrated cloud technology (eg. Dropbox) to share work with my students and give them a space to save their work.
I have worked closely with a number of educators who are extremely passionate about the integration of technology into learning, and this has quickly rubbed off on me.
In 2012 I attended uLearn in Auckland, New Zealand and co-presented on the 1:1 iPad program at Manor Lakes P-12 College. This was a fantastic opportunity as I was not only able to meet many wonderful educators from all over the world, but I was also able to take that next step in my professional journey. Throughout the course of the year I also attended other PDs such as ICTEV. Working at a college that is highly recognised for its effective integration of technology I have also had the opportunity to showcase the way my students use ICT as well as discuss my philosophies and practice with the many visitors that come through. Later this year I plan to attend a Victorian TeachMeet in order to meet people I am connected with on Twitter.
I’m currently preparing with my co-presenter our next presentation for this years ICTEV conference. Based upon our proposal we have been asked to prepare an article on learning and teaching with mobile devices.
The reason I decided to become involved with the Victorian PLN is to expand my current local, interstate and international connections.