iPads in Education

8 million iPads have been sold to educational establishments.

This is a remarkable figure and illustrates how many ‘decision makers’ have chosen the iPad as a tool for learning. As we integrate the iPad into schools it is worth reflecting how the initial setup and training can have a real impact on the success or failure of a 1:1 programme.

The recommendations below are borne out of a desire to help teachers without overwhelming them and to model good practice to students. There are many apps that could have been chosen, but those mentioned below areconsidered generic and able to serve a purpose across the curriculum.

INTERACTION

Early engagement can be facilitated by linking email accounts to the iPad and suggesting users sign up to apps like Zite and Flipboard. Interest in the content means that basic gestures on the device will be used. Sharing of information helps to introduce the options available to users and when coupled with the camera roll, can lead to greater understanding of ‘sharing’ options.

PRACTICALITY

In my opinion it is crucial to model good practice particularly when the distraction element of the device is apparent. Whenever I use the iPads with students there are different levels of instruction to ensure the device remains a tool for learning. From ‘screens off’, to ‘cases closed’, these instructions should be followed throughout any training sessions. In particular, it is important they are used with other staff in the room so classroom management has a common strand for the students to follow. Similarly, if a student doesn’t follow instruction, a consistent approach is required when dealing with the student and their iPad. One of the biggest fears for educators is that the device will be used inappropriately. Ensuring classroom management techniques are included in the Acceptable Use Policy is one way to make sure educators have a frame of reference.

ENHANCE CURRENT METHODOLOGY

It has become clear that because of iPad introduction educators are having to consider pedagogy. Therefore the device must enhance current practice as well. Consequently, it is a good idea to choose apps that can be used for collaboration, Assessment for Learning and workflow. I’d suggest using Socrative for AfL, Explain Everything for collaboration and Edmodo for workflow. (Please follow the hyperlinks for explanation)

It is very easy to wow an audience with what an iPad can do in the classroom but that leads to a ‘show’ with no follow up. The nuanced applications that have an element of awe and wonder tend to have a very short shelf life when it comes to the classroom. Indeed a number of subject specific apps are suitable for use once or twice a year. I would suggest demonstrating those apps that meet the demands of workload. Put another way, educators need to understand how Dropbox will work to share information with students or Edmodo will allow them to annotate and grade assignments without paper. They don’t necessarily need to see the amazing Solar Walk or Aurasma just yet.

For students, it is about understanding that they can still meet the requirements of workflow on the iPad as well as having fun with the new toy. I strongly suggest incorporating iMovie into any training programme as the level of effort students put into such projects is unsurpassed. I am a firm believer that any work that will be shared with ‘the world’ always focuses the mind of a student. The fact that an iMovie project is likely to be shown to a class means students take greater pride in making sure content is correct.

Notability would be the first app I would use to demonstrate how students can work in a way they will recognise on the iPad. Acting as an interactive exercise book, Notability has many features that the students and staff will become comfortable with. However, the initial impression is always one of understanding as workflow seems comparable, apart from the lack of paper!

WORKFLOW

There are a number of options available to schools that allow for collection and assessment of work. They cater for a mixed platform environment as well as 1:1 iPads. Personally, I would ensure students and staff are comfortable with Edmodo and Dropbox as applications to help with workflow between student and teacher. The key is to remove any barriers to the initial setup. I would spend time linking iPads to individuals’ Dropbox accounts and trialling the interaction between stakeholders in a room full of troubleshooters. Once educators grasp how easy the workflow can be there are a number of lightbulb moments that centre around ease and efficiency. It is particularly satisfying when educators realise the student can’t make the excuse of printer problems!

DIGITAL LEADERS

Perhaps the most important. Each class needs experts that will be able to troubleshoot for teachers and students alike. Take time to work with them them and give them access to as many training sessions as possible. Digital Leaders should  help all the way through the training process and perhaps badge them so they are easily identifiable. Teachers will be very thankful that there are three or four individuals who are able to help with the technology in the classroom. It might even make them more prepared to try something new. It is worth remembering that, once an individual gets to grips with the iPad interface, many applications have a similar functionality. The ‘safety net’ that Digital Leaders can provide is invaluable.

They might even run a Genius Bar for you!

On reflection this post is more about the approach than the specifics. When it comes to implementing something new in the classroom, inevitably there is resistance to change. We see it as our remit to remove as many barriers as possible and take small steps to allow individuals to decide where the iPad will fit in the learning process.

I would be very interested to hear any thoughts on the implementation of iPads in education from those just starting out to experienced practitioners.

Bring Your Own Device (BYOD)

Mobile technology has changed the workplace with the Bring Your Own Device (BYOD) phenomenon becoming an increasing trend in business. Employees are requesting to use their own devices at work, blurring the lines between their professional and personal lives. But whilst employees are happy to blur the lines between their personal and professional lives and the devices they choose, it raises concerns for IT departments across the UK who are tasked with the management and security issues that an array of personal devices brings, coupled with the implementation of policies and clear guidelines for device usage in the workplace. In this article we explore the BYOD trend and showcase how Interm IT Essex and our partners Cablers can help you to implement a successful Bring Your Own Device strategy.

BYOD: Should you leave your employees to their own devices... The trend for Bring Your Own Device (BYOD) or IT consumerisation is here to stay, with the expectation set that the number of businesses allowing their employees to use their device of choice for work is growing each year. This brings many benefits to the company, including flexible working options, increased productivity and better employee engagement with those who are afforded the opportunity of choosing their own technology devices. But whilst employees are happy to blur the lines between their personal and professional lives and the devices they choose, it raises concerns for IT departments across the UK who are tasked with the management and security issues that an array of personal devices brings, coupled with the implementation of policies and clear guidelines for device usage in the workplace. A BYOD strategy will need to be considered in order to make BYOD a success within your business environment, with a specific focus on security, device management and the delivery of enterprise applications to your workforce. There are many security implications, which unless handled correctly can compromise your business. IT departments have a responsibility to ensure that business data is protected on their employee’s devices, by developing and maintaining a mobile device policy for compliancy and peace of mind should the worst case scenario happen. This coupled with remote access to the device and also the ability to remote wipe a device in the event of loss or theft will further protect sensitive business data. The policy should make clear to employees the boundaries between corporate and personal use and which activities and applications are supported by the company so that there can be no blurred lines or ‘grey areas’ when it comes to usage. Interm IT Essex and Cablers  are experts in the BYOD phenomenon and our team can offer professional advice, address your concerns and help you to implement a successful BYOD strategy for your business.

BYOD: The benefits:

·         Increased Productivity: If your employee is empowered to use a device of their choosing, they are more likely to use the device for work purposes when they are not in the office

·         Save Money: There is a potential cost saving on the cost of each device to your business with employees contributing to some or the entire purchase price of their own device.

·         Employee Satisfaction: If your employee has chosen the device they are using, the knock-on effect is a happier employee and potential for staff retention in the long-term

Ruckus BYOD
Ruckus how it Works
brett@intermitessex.co.uk

Creating a Successful BYOD Policy

Are you responsible for Interactive Whiteboards?

If you are responsible for buying new IWBs, or will have a say in the matter, what factors should you consider? Terry Freedman considers the issues.

To look at, you’d think that one interactive whiteboard is pretty much the same as any other – and to a certain extent you’d be right. However, there’s more to it than meets the eye, and there are several factors you ought to consider before signing the cheque.

Does the school already have whiteboards?

In some respects, if the school is brand new the decision is easier because you don’t have past “baggage” to consider. But if the school already exists and already has whiteboards, that’s a different matter. The reason is not so much to do with the whiteboard itself, but the expertise of staff and the resources that have already been created. Put simply: if you buy new whiteboards purely for their functionality with no strategic overview, you will incur further training costs (even if training is free, there is still staff time involved). And having resources which can be used only on some of the whiteboards in the school, but not all, will be confusing and frustrating.

Photo by Pablo Garcia, http://www.flickr.com/photos/pablog61/

“Ah, but”, you say, “this brand new whiteboard from company X will allow me to do this that and the other, and make the tea as soon as the bell for break sounds!”. Maybe so, but you can bet money on it that before too long your present brand will follow suit.

It’s not unknown for schools to have a “mixed economy” of whiteboards: the school may be completely upgrading everything, providing an opportunity to wipe the slate clean, or there may be particular areas where a particular type of board may be more suitable. But if you’re going to mix and match, at least make sure there’s an overall plan guiding you.

Is there a vibrant community of users?

I happen to think this is quite important. Is there a fairly large repository of resources that other users of the whiteboard you’re considering have produced, and made available free of charge? Is there an active user forum you can go to for help?

What functionality do you need, and what is offered?

You have to be a very clear when it comes to reading the specifications of whiteboards. For example, does the description “Multi-user” mean two users, or more? Does the term “multiple touch” (or similar) mean, say, four pupils are able to use it at the same time, or that there can be four hands using it at the same time? And how many pupils will you want to use it at the same time anyway?

Another consideration is: can the board be easily moved up or down according to the height of the pupils using it?

Does the board mainly use pens, or touch? The distinction is not as clear cut these days, as the pen-based boards allow some touch, and the touch-based boards can be used with a pen. However, the pen-based boards will require an investment in spare pens and somewhere to store them, because if a pen goes missing the usefulness of the board is very much reduced.

Another factor to consider is: does it come with, or can it be used with, other technology such as student response systems and visualisers?

Warranties

Consider the warranty being offered. It may come with a three year return to base warranty, but that could mean that the school will have to take charge of packaging and shipping, and then reinstalling it upon its return. You’d probably be better off paying a bit extra and changing it to an on-site warranty.

Training

Look for the hidden extras like training. If you have two whiteboards in the same price range offering similar functionality, but one has an extensive and free training package thrown in, that might be the better option.

The software

Quite often, the distinguishing factor between boards these days is the software. Can the resources created be exported to or imported from another format, for use or editing in other applications? Can you use other software with the board, ie third party software, licence permitting?

Finally…

I think planning is the key to successful investment in technology, in terms of being clear what you’re looking for, and what your possible future needs may be, and remembering to look into the “hidden” aspects of whiteboards such as training, warranties and the other factors considered here.

So what to,do next, easy call Jon Paul of Cablers ltd, a very friendly and professional organisation in Maldon Essex, www.cablers.co.uk, they will satisfy all of you're needs.

What happens when you give an iPad or Tablet to pupils

What happens when you give a tablet (or similar) device to a pupil who is economically disadvantaged? If the experience of Victoria Park Academy in Birmingham is anything to go by, one happy outcome is increased parental engagement.

Steve Beswick, Director of Education, Microsoft, commented that:

“The school continues to show its commitment to narrowing the attainment gap through the creative use of one-to-one devices to raise aspirations not just for the pupils but also engaging the wider family group. It has been astonishing to see the difference the devices have made to the school’s relationship with their students and their families.”

But you don’t have to take Steve’s word for it. The children themselves say the same thing, in their own way. I spoke to a group of Year 6 pupils (10-11 year-olds), and they made comments like:

“My parents love it, because it makes me want to learn!” and

“My parents and brothers and sisters like me taking the device home because it means they can help me with my work.”

Parental engagement is high on many schools’ agenda, but is notoriously difficult to achieve. It takes a lot of effort by the school, and there are no short-cuts. There is a big difference between informing parents and engaging them, of course. The reason the one-to-one programme at Victoria Park has gone down so well with parents is probably that the device makes it possible for parents and siblings to become actively involved with the child’s education.

The programme has had benefits in terms of pupil progress. This has been measured not just in general, anecdotal terms – one girl told me that she had jumped from a level 4a in maths to a 5b over two terms – but statistically according to Ofsted criteria. For example, the school’s 2013 tracking shows that a group of disadvantaged pupils in Year 6 are just 0.16 Average Points Score (APS) behind national expectations (25.5) in English and Maths, compared with 0.8 for the rest of cohort.

Unpicking the causes of the impressive improvements is not entirely easy, because the school has undertaken several courses of action at more or less the same time. For example, it has:

• Given tablets to 120 disadvantaged pupils in Years 5 and 6. The pupils use these for doing research, and organising their notes in OneNote, and being creative with SongSmith and PhotoSynth;
• Placed a very strong emphasis on pupil self-reliance and peer collaboration;
• Introduced a new curriculum which is both flexible and creative;
• Introduced highly structured learning activities using a TASC (Thinking Actively in a Social Context) approach;
• Partnered with other organisations, such as the Real Ideas Organisation (RIO), in order to get the children learning in a real-world context;
• Early identification and intervention for children likely to start falling behind.

This is almost certainly one of those cases where the whole is greater than the sum of its parts. Any one of those approaches would have had a positive effect, but when they are all working together the results are quite astounding. As objective proof of this, note that the school went from Special Measures to Outstanding in just three years. Pretty good going, especially when you consider that nearly 70% of pupils do not speak English as their first language.

I found the children themselves to be as articulate as they are enthusiastic about the activities they enjoy at school, such when the whole school chartered a steam train on the Severn Valley Railway, or when they pretended to be Victorians and learnt how to make soap like our forebears did.

Victoria Park is a school in which economic hardship and other difficulties are challenges to be tackled rather than insuperable obstacles.

If you are interested in adopting 1:1 devices in your school, we have partnered with Microsoft to offer a range of fantastic devices at reduced cost with this goal specifically in mind. Take a look at our Shape The Future Project page to find out more.

iPads in the classroom

http://mypad.northampton.ac.uk/sarahbattams/2013/03/29/ipads-in-the-classroom/

iPads for EYFS

Capturing Early Years Observations on the Move With 2Simple

Save hours of record keeping time with 2Build a Profile. This award-winning app provides a simple and powerful way to log children's achievements against the Early Years profile in a few simple steps; making it ideal for busy practitioners.

• Open the app and take a photo with the device's camera.
• Write your virtual post it note.
• Select the children who are being observed.
• Tag the observation with the Early Learning goals.

Your observations will be automatically sent via wifi to a secure website (Web Management Suite) for your school or setting where you can collate, view, save and print your observations at any time.

http://www2.2simple.com/apps?virtuemart_product_id=101&virtuemart_category_id=4