Returning for #iste17, a conference like no other

Well, in less than four weeks time, I’ll be traveling via Auckland on a 16 700 km journey to San Antonio, Texas. I will be presenting on my students’ learning adventures with Scratch game design and FIRST LEGO League robotics at the International Society for Technology Education Conference. Following ISTE, I’ll be embarking on my most ambitious journey to date, visiting Dallas / Fort Worth, Chicago, Denver, Glenwood Springs, Sacramento, and San Francisco over the course of four weeks.

ISTE15 in Philadelphia, where I took home an ISTE Emerging Leader Award, feels like yesterday. The memories of the people I met, the places I went, and the meetups with locals in Philadelphia, Virginia and NYC are very dear to me. If you plan to be at the conference. or live in/near the cities I’ll be exploring, please let me know. I’m always happy to catch up with Twitter folk, especially if you share my love of coffee, conversation, and/or photography. Especially coffee 🙂

 

My ISTE Presentations

FIRST LEGO League Robotics – Coaches’ Corner

Poster session with Aaron Maurer and Louise Morgan

Tuesday, June 27, 1:15–3:15 pm
HBGCC Tower View Lobby, Table 34

Are you interested in LEGO Mindstorms robotics, engineering, and computational thinking? Come along and meet three robotics coaches from Australia and the United States, and learn how you could empower your students’ STEM learning through the international FIRST LEGO League robotics competition (http://www.firstinspires.org/robotics/fll)

 

The Scratch Game Design Challenge (BYOD)

Wednesday, June 28, 1:00–2:00 pm
HBGCC 006AB

Michael Graffin  
Find out how to extend coding and computer science lessons beyond code.org by using Scratch to empower students to collaborate, problem solve, and share their learning through the creation of animated stories and computer games.

 

Scratch Game Design in Chicago, IL

I will be repeating my ISTE Scratch Game Design workshop in Chicago. If you live in the area, please come along to say hello! All welcome 🙂

Thursday, July 6, 10am12pm

Archdiocese of Chicago
Quigley Center, 835 N Rush St.

Registration: https://docs.google.com/forms/d/e/1FAIpQLSe2NzAX1VUKRhgIvSfALcBrk0WZRXvSepNc6HWADuqMs9j6fg/viewform?usp=sf_link

What makes me curious?

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I recently applied to join a new Catholic Education WA design thinking accelerator program, known as Studio Curious. Considering that there were nearly 300 applications from across Western Australia, I was shocked and delighted to be accepted into this exciting program.As part of my application, I was asked to reflect on what makes me curious, and what innovation means to me. I’d like to take a moment to share a few excerpts from my application here.

What makes you curious?

As a lifelong learner, my curiosity and desire to explore new ideas, take positive risks, and collaborate with global educators have transformed the way I teach, and the way I see the world. I’m a teacher, but most importantly, I’m a learner. I learn with my colleagues, both in my school community, and through my online professional learning networks. I am also learning alongside my students, sometimes teaching beyond my comfort zone, especially while teaching LEGO robotics.  

I am curious about online professional learning, design thinking, global collaboration, and leading pedagogical change within a school. In particular, I am curious about how we can support teachers’ acceptance and implementation of new curriculum and pedagogical initiatives; and how we can empower our students to connect, communicate, create, and collaborate with other children around the world.

What does innovation mean to you?

For me, innovation is the freedom to take productive risks in my teaching and learning. It is a mindset, a way of thinking, and above all, a way of doing. Over the years, I’ve introduced and developed several initiatives, including The Global Classroom Project, which I co-founded and led for over four years while working as a relief teacher. Now working in a school, I’m leading the development of our makerspace and robotics programs, empowering our girls’ engagement with digital technologies.

Through these projects, I have learned a great deal about leading and implementing change. It is one thing to dream and come up with creative ideas, it is another thing entirely to work with others to implement, and realize the potential of those ideas. Innovation is a fluid, challenging, collaborative process of working out what works, what doesn’t, and how you can make your ideas work better within your local and global community. Innovation isn’t necessarily easy, but it can have a tremendous impact on the teachers and students involved. In my case, my innovation experiences have been life changing.

So, what is Studio Curious?

Studio Curious is an exciting experiment “designed to provide educators with the permission and confidence to create change; promote knowledge of evidence-based best practice in education; and encourage new connections”. 

We are a group of thinkers and change agents, coming together from all around our state to explore how we can use design thinking to empower curiosity in our education system.  At this point, no one is sure where this program will lead, or what innovation projects will come out of it.

I, for one, am really looking forward to finding out.

Facing the Challenges of the new Digital Technologies Curriculum

As schools around Australia prepare for the implementation of the new Digital Technologies curriculum, teachers are starting to come to terms with some difficult new terminology, content, and skills. While Western Australian schools have been given two years to implement a slightly more user friendly version of the national Digital Technologies Curriculum, we are facing a number of significant challenges in common with our interstate counterparts.

Challenge 1: Explaining the difference between Digital Technologies and ICT

There is a common misconception that ICT and Digital Technologies are the same, and teachers who haven’t read the curriculum are in for a shock.

While ICT focuses on the use of technology for learning, Digital Technologies focuses on empowering students to be creators, producers, and developers of technologies through the development of computational thinking. 

For example, students use ICT skills when they make movies, podcasts, and digital stories. They develop understandings of digital technologies when, for example, they explore the role of hardware and software in their smartphones;  and when they use computational thinking to code digital solutions to problems – e..g. programming a robot.

A good way of defining the difference is comparing ICT General Capabilities to Literacy Skills, and Digital Technologies to the English learning area.


Challenge  2:  To integrate, or isolate, that is the question.

At the start of 2015, we introduced major changes at my school. In line with the purpose and goals of the ICT General Capabilities in the Australian Curriculum, classroom teachers became responsible for integrating ICT across the curriculum. There were two reasons for this change. Firstly, we believed that learning with ICT should not be isolated in the computer lab, segregated from the rest of the curriculum. Secondly, building our school’s reputation for high-quality ICT and digital technologies programs will rely on the expertise of every member of the school community, from the Principal down. Can schools really afford to reply on one expert? What happens when they leave …?

In our school, many teachers are exploring the power and relevance of ICT and digital technologies to their classroom teaching. I’ve watched teachers become the most excited learners in the room, empowering their students’ creativity and problem solving through digital storytelling, coding, and robotics – and starting to see authentic connections to maths and literacy.

My coaching experiences this year, and discussions with teachers (through Twitter and ISTE), raises an important question in regards to the implementation of the Digital Technologies curriculum.

What is the point of teaching students to collaborate, think computationally, and solve real world problems in one lesson a week outside of everyday classroom learning?

Yes, this may be appropriate for a technologies extension program, but surely these skills are important and applicable for all students, across a range of learning areas?


Challenge 3:  Supporting Teachers’ Engagement with Digital Technologies

The implementation and integration of the Digital Technologies curriculum will be a steep learning curve for most teachers. Some of the concepts in the new curriculum are scarily new, especially the parts about binary language and coding. Yet, others are familiar. For example, we use algorithms for problem solving, cooking, and giving directions / instructions in English , Science, and Maths. We use spreadsheets for collecting and making sense of data in Maths and Geography. These learning activities provide an authentic, relevant context for the integration of digital technologies.

As indicated by the WA curriculum writers, it makes sense to integrate Digital Technologies at the primary level – both through classroom learning activities, and through your library makerspace (if you are lucky enough to have one). If we learned anything from last year; however, it is that teachers are going to need a lot of support, both through collaborative PLCs and resourcing, to become comfortable teaching this new curriculum.

At my school, I have been working as a part-time teacher coach, supporting teachers’ integration of ICT and digital technologies in the classroom. This approach is most empowering for those teachers seeking help to develop their relatively limited technology skills, and those keen to push pedagogical and technological boundaries. I know that most schools can’t afford to fund this kind of role, but I would suggest that teacher relief for collaborative planning, classroom observation, and targeted professional development in Digital Technologies would be money well spent. I’d start by developing the skills and capabilities of a small group of interested teachers across a range of year levels, and then giving them time and space to share their learning with their colleagues. I am hoping to do this in my own school this year – it is just too hard to lead this change process alone.


Challenge 4:  Finding resources and fellow pathfinders.

As we begin our Digital Technologies journey, I take a great deal of comfort in the knowledge that we’re not alone. Around the country, and around the world, teachers are developing resources, activities, and tools that we can adapt for use in our school.

As schools begin their familiarisation and planning with the Digital Technologies Curriculum, it is important to consider what tools and resources they already have available, e.g. iPads; and plan for strategic investment in edtech tools which add value to the curriculum, such as BeeBots, Dash (Wonder Workshop), Sphero, and MakeyMakey. I’d add LEGO EV3 robotics if you can afford them!

For developing skills in computational thinking and coding, there are a range of free resources and communities available online, including:

If you’re interested in developing your understanding of the curriculum, or if like me, you’ve been tasked with leading its implementation, I’d highly recommend connecting with your local ICT subject association, joining Twitter, and exploring the CSER Digital Technologies MOOC. With the rest of Australia (except NSW) implementing this change from 2017 (2018 in WA), things are about to get really interesting!


 I’m learning as I go, and I don’t have all the answers.

Leading the familiarisation and implementation of the new Digital Technologies Curriculum in my school is probably the biggest challenge I’ve faced in my career to date; and I’ve learned some valuable lessons.

You don’t need to have all the answers when you’re starting out. If you can develop a basic understanding of the concepts and tools, don’t be afraid to learn and experiment alongside your students. It took me months to overcome my fear of learning in front of my students and colleagues, but I soon discovered that the more I threw at our girls, the more they came back and surprised me..


 Leading curriculum change isn’t easy, but its worth fighting for.

You will treasure those little moments … Watching a girl who struggles in class successfully code a robot for the first time . Noticing that a group of students have continued the Hour of Code 2015 activities independently through their Christmas holidays. That time I sat down with a Year 5 student and asked her how to explain how she did things I didn’t know were possible with Scratch.

At the end of the day, my students are the reason I teach.

Teaching Time with iMovie!

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One of the highlights of 2015 was watching one of my colleagues starting to take big risks with her integration of ICT. In Term 3, I was taken aback by her suggestion that we should teach her students how to use iMovie in Maths, creating movies documenting students’ learning about time.

We worked together to teach students how to storyboard and script their presentations, and gave them some basic instruction in the use of iMovie. The students spent several weeks filming and editing their projects, and some were actively experimenting with the more advanced features of iMovie. We were so impressed with the results that we invited our Acting Principal in for a special screening, and shared the videos with parents on Open Night.

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#ISTE2015: The most emotional, yet inspiring conference I’ve ever attended

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Photo Credit: @TeachingSC

After a journey of some 30 hours and over 18000km (11,603 miles), I arrived in the United States for my first ever ISTE conference. It proved to be an incredibly emotional, sometimes overwhelming week. Despite the very best advice I received in the lead up to the event, I soon discovered nothing can quite prepare you for a conference with 20 000 plus attendees, over 1000 vendors, and nearly a 1000 workshops and presentations.

In trying to tell the story of my ISTE2015 journey, I’m going to focus on some key themes and experiences which stood out for me.

The power of the Unconference

Arriving in Philadelphia on Saturday morning with my good friend @lparisi, the weather turned nasty – and very wet. Forced to scrap my planned photo walk and city orientation, I immersed myself in the Hack Ed Unconference. Joining halfway though the day, I started meeting people I knew online, some of whom I’d been following for years; and joined group conversations about topics which interested me. I was less thrilled with the after party (I am not your typical party person), but meeting @lynnrathburn and her colleagues there made it all worthwhile.

Global Connections and Collaboration

Judging by the responses to our poster sessions, and the Twitter feed for several big Ignite presentations, connecting and collaborating globally was of interest to many attendees. I thoroughly enjoyed the Global Educators Brunch, hosted by @globaledcon and @VIFLearn; and the Global Education Day event. The brunch was made all the more special as it was the first time nearly all the #globalclassroom project leaders and organisers, from Australia, Canada, the United Kingdom, and all around the United States, were in the same room. Most of us were meeting for the first time after over four years of working online.

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The Global Education Day was interesting, but its most important aspect was the people in the room. To sit alongside and converse with global educators who have inspired, guided, and helped make me the person I am today was an amazing, and very emotional experience.

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Coding and Makerspaces

I must admit this is a particularly big interest of mine at the moment, as I am trying to advise my school on the future direction of our ICT program. I am quite keen to delve into robotics and Makerspaces, and I loved the chance to explore the Maker and Coding playground events at ISTE. I played with Cubelets, shared my experiences with the MakeyMakey, searched for information on LittleBits, Squishy Circuits, and collected as much information as possible about 3D printing. I have plenty of pics, and some big ideas which I’ll be taking back to school.

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The opportunity to share my story & expertise in global education and iPad integration

When I applied to present at ISTE last year, I was well aware that the organisers accept less than half of all applications. I submitted proposals for the Global Classroom Project Poster session, an iPad Creative Challenge Workshop, and joined another poster session focussed on global blogging and the Student Blogging Challenge. To my surprise, I was accepted for all three – which was unusual to say the least!

The two poster sessions were incredible learning experiences, and I thoroughly enjoyed the informal, conversation based format – even though two hours proved utterly exhausting (and a little overwhelming). My workshop was a challenging experience. With just five registrations, four people turned up on the night. One left shortly after it started (I have no idea why), and one gentleman was deaf! Among the challenges was trying to run a group collaborative session with just four people, and working with American Sign Language interpreters to ensure my deaf colleague found the session valuable. I received positive informal feedback in the session, but I’ll admit it was probably the most challenging presentation I’ve ever given.

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Stories from The Global Classroom Project With Lynn Rathburn (USA), Heidi Hutchinson, Betsey Sargeant, Louise Morgan, Robyn Thiessen (Canada), Tina Schmidt, Barbara McFall, Anne Mirtschin (Australia), Michael Graffin, Julia Skinner (United Kingdom)

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Global Blogging – With Tina Schmidt (USA) and Julia Skinner (UK)

Thank you for the memories! 

Perhaps the greatest, and most emotional element of this conference was meeting Twitter friends, new and old, from all over the world. I lost count of how many hugs I received, and I won’t get started on the selfies :P. I had my first, second, and … who knows how many selfies at ISTE!

While sadly not all of my #globalclassroom PLN could attend ISTE, I was deeply indebted to those who made the trek, especially those two dear friends who drove 25 hours (each way) to come and see me. I hope I was able to make that incredible roadtrip worthwhile for you.

Dear @LParisi, thank you for picking me up at the airport in NYC, and the lift to Philadelphia. Your kindness, hospitality, and relative calm in the NYC traffic were deeply appreciated. I still maintain you have a very beautiful home – all protestations to the contrary :). (Please pass on my regards to your husband – it was a pleasant surprise to find a fellow photographer after a 30 hour trip to the USA. )

To @MrsSchmidtB4 and family, thank you for your warm hospitality. I still can’t quite believe that I was helping a “local” navigate Philadelphia, but I couldn’t have managed to see the city without your help :).

To everyone I met, I thank you from the bottom of my heart. You made this conference one I will remember for many, many years to come.

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Join me for the Creative iPad Challenge Workshop at #iste2015!

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Do you have limited numbers of iPads?

Are you wondering how to use iPads to support student collaboration, learning and creativity in literacy and the language arts?

 

Join me for the iPad Creative Challenge, and explore the possibilities!

ISTE 2015, Philadelphia

Tuesday, June 30, 5:30–7:00 pm EDT

Marriott Franklin 1

Register NOW!

 

As a result of attending this workshop, participants will:

  • Understand how to use the Substitution Augmentation Modification Redefinition Model to support their professional growth in relation to the implementation of iPad learning projects in their classrooms.
  • Gain confidence and integration skills through a hands-on collaborative learning challenge, exploring and creating an iPad literacy project which relates to their current teaching and professional learning needs
  • Contribute tips and teaching ideas to a collaborative online document showcasing successful iPad literacy and Language Arts project ideas, which can be adapted to suit their curriculum and grade levels.
  • Commit to taking on one iPad literacy challenge in their own classrooms following the conference.

Meeting the World via Mystery Skype

One of my personal highlights of 2014 was the collaborative introduction of Mystery Skype with Mrs R. in Year 3. Integrating our Skype sessions into Geography, we made some memorable connections with Hello Little World Skypers and Global Classroom teachers from Argentina, India, Nepal, and the United States. We also were able to connect with ‘Flat Addy’, a little girl in Iowa, USA, who had sent us a Flat Stanley earlier in the year.

Mystery Skype proved to be a fantastic introduction for our students, who learnt how to communicate and share with authentic global audiences. As the 2015 school year progresses, I am hoping to introduce videoconferencing and Mystery Skype into more classes, as we work to build our students’ awareness of the world beyond their classroom walls.

Objectives

  • Students will use map skills to find the location of the mystery classroom
  • Students will use communication and critical thinking skills to ask questions to help them find the mystery location.
  • Classes communicate with other classrooms via Skype or Google+ Hangouts.
  • Students will learn to respect and appreciate the cultures and customs of others.
  • Students will be able to see the differences and similarities between themselves and others around the world.

 

Powerful Learning with iPads – iMovie Book Trailers in Grade 3

As I look back over the past six months, one teaching and learning experience stands out as a true highlight – the Year 3 iMovie Book Trailer Project, which was developed and brought to life by the amazing students of Year 3B, and their wonderful teacher. 

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The Process

This project was run in Term 3, 2014 as a team-teaching project over six weeks, with roughly 90 minutes (2 lessons) each week. Neither the classroom teacher or I had ever done anything quite like this before, so it was very much a collaborative learning experience – and not just for the students!

Students worked in small group “book clubs”, choosing their favourite book from the Australian Children’s Book Awards Shortlist for 2014. They worked to identify the main events of the story, holding detailed discussions about the book as they set about creating visual storyboards.

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When we started this project, we weren’t sure if we’d have students’ filming scenes from the books, or using Creative Commons/Public Domain images off the Internet. We eventually decided to go with the (somewhat) easier option – filming. Prior to formally filming book trailer scenes, we gave students time to simply play with the iPad camera, Photos, and iMovie app, discovering how they all worked. The stage was set for one of the most intense, but rewarding teaching experiences I’ve ever been a part of.

On filming day, I knew we were in ‘trouble’ when I discovered a group of students setting up with piles of cardboard boxes in the library – before school had even started! Students brought in costumes and props, and set to work filming their scenes. This proved to be a fascinating process for us as teachers, as we noticed some groups found it much easier to work with each-other than others. We tried to maintain a hands-off, over the shoulder approach, and let the students work through the creative process relatively independently; however, we did have to step in with one group on several occasions.  We weren’t overly sure how many lessons we’d need, and eventually spent about three (very intensive) hours in total.

The Results

Our students blew us away with their passion, creativity, and sheer enthusiasm; and the videos they produced were of exceptionally high quality. Unfortunately, I didn’t have time to ask for parental permission to share them on my personal blog, and I ran out of time to put them on the school website! Next year, that won’t be such an issue, as student publishing will be one of our major whole-school ICT focus areas.

Reflections

As this was very much a collaborative ICT integration project, I asked my partner teacher to share her thoughts on our teaching and learning process –

It was a pleasure to work with Michael on this Book Trailer project. His excitement was shared by the children and myself. I came to the table with little experience so he was involving me in the learning process along with the children. With his guidance the main elements were discussed as a whole and then the children were encouraged to play and experiment. Other Book Trailers were critiqued by the children, the children became confident critics and through the process the children developed an eye and an understanding for what was required to produce a powerful and successful Trailer.

The children were supported with their learning at all times by Michael as he moved with ease from one group’s individual need to another. Michael allowed the children to be creative and encouraged them to solve problem themselves learning from each other. The parents were impressed with their children’s enthusiasm for the Book Trailer project. Some children asked to have a permission note for their parents, to allow them to come to school early so they could get started on their filming. The project was then able to be viewed by all parents during Open Night. It was a huge success where we got to how learning became fun and effortless for all involved.

The children came into this project with no experience with this type of technology or using iPads in a collaborative project. The children chose to be in a group that they had a common interest, the interest was their favourite book from the Book Week nominations. As a result group sizes were varied along with a variation in literacy ability. This could have been very challenging for most teachers but through this project I believe we got the most from all our children. They are looking forward to the next project with Michael.

My Thoughts

As I look back at this project, I am immensely proud of what we achieved in a relatively short space of time. I was blessed to work with a gifted, enthusiastic classroom teacher who was prepared to take risks, letting the students take the lead in their learning. We were able to forge a close working relationship, building on our respective strengths and expertise to enable our students to create something special. I’m very much looking forward to seeing what we can do together next year!

Shaping ICT Policy and Future Practice

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Since joining my school just six months ago, I have been working on a number of projects alongside my ICT teaching and integration role, including:

  • Collaborating with the CEO ICT team to complete the technical set up Google Apps for Education, and planning for staff professional development and student use in 2015.
  • Providing feedback on the design and content of our new school website
  • Revising the school’s Strategic Plan, ICT Policy and Internet Access Agreements, with an explicit emphasis on modelling positive digital citizenship, publishing student work online, and promoting global connections and perspectives.
  • Developing a Digital Technologies / ICT Scope and Sequence for K-6 (very much a work in progress)
  • Researching and negotiating the Policy Framework for the development of classroom blogging across the school in 2015, and advising Admin on the advantages, disadvantages, and costs of various blogging platforms.
  • Planning for the creation of a small-scale Student Digital Leaders program from early 2015.

What have I learnt?

I consider myself fortunate to have a supportive, open-minded Administration, who are extremely keen to build our school’s digital presence into the future. I am extremely mindful of the fact that I am helping to collaboratively shape the future direction and practices of a school community, and endeavour to provide clear, explicit feedback and research-based recommendations to guide decision making and practices – with the long-term goal of bringing about sustainable, lasting change.

Helping negotiate ICT plans and policies has been a challenging learning experience, and 2015 will likely be a very busy and interesting year as I will be working alongside my colleagues to help translate these ideas into their classroom practice. Implementing change may not be easy, but it certainly won’t be boring!

Thoughts on the #ipsict iPad Rollout

One of my many jobs this year has been the rollout of my school’s iPad program. Working in close collaboration with my colleague, who works as a part-time IT technician, and the school administration, I’ve learnt some valuable lessons about iPad VPP management, and explored effective pedagogical strategies for integrating iPads into K-3 classrooms.

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1) Technical iPad management has come a LONG way since 2012.

While many people know of my work as a Research Assistant on the TIPS2012 iPad Project (Edith Cowan University, 2012), not many are aware of my other role – as the poor guy tasked with the technical setup and management of 120 iPads for the School of Education. These were the days before the introduction of the Volume Purchasing Program for Australia, and before the development of Apple Configurator … and to put it mildly, it was an incredibly time-consuming and tedious process.

Fast forward to 2014, and the discovery that my school uses the Meraki Mobile Deployment Solution from CISCO. Now, I rarely promote products on my blog, but I can honestly say that Meraki is a true time-saver – and well worth whatever it costs to use! While it takes at least 20 minutes / device to install the Meraki profile on the iPads (if all goes well), the time savings lie in the ability to remotely purchase and push new apps onto selected devices over WiFi. This is the one caveat of using Meraki – you must have excellent WiFi bandwidth for it to be effective. As I discovered, it also pays not to try and remotely deploy apps to 60 iPads off the one router (for first time setup). Downloading 10GB+ of new apps / device is not a good idea. Placing the iPads around the school, and checking that apps are downloading properly is the way to go.

2) Your choice of iPad case and charging solution matter.

Our school went down the road of centralising iPad charging in one easily accessible (secure) room in the school, rather than charging small numbers of iPads in each classroom. Some people I have talked to (outside the school) are not keen on this approach; however, it seems to be workable for our school context. While classroom use is currently limited to ICT lessons & Integration sessions, this is primarily an indicator of teachers’ confidence – which is something we will be working to develop next year.

On the issue of iPad cases, my personal preference is the STM Skinny case, which is durable, protective, and most importantly – light. Our new school iPads came with the STM Dux case, which has a high drop protection rating and an (admittedly useful) clear back. Unfortunately, I am not joking when I say that these cases took, on average, 3 minutes to install per device, and the ends of my fingers hurt for days afterwards. They are also extremely heavy, especially for small children, as well as the teachers trying to carry a box of five. I am hoping that we take this into consideration when we expand the iPad program in future years.

3) Establish clear guidelines for selection and purchasing of iPad apps

One of the challenges of establishing a school iPad program is planning and communicating what kinds of apps will be purchased, and whether the school or classroom teachers pay for them. From the outset, I argued for a focus on creative rather than skill and drill apps, a position supported by my administration. Drawing upon international best practice, implementing this approach was not without its challenges, and I did make a few mistakes along the way.

Drawing upon teacher feedback, and my own experimentation with a play-based approach to iPad integration in K-3,  I have realised that there is a need for a few phonics/literacy game / skill development apps in the early years – provided those apps are limited in number, sourced from high-quality educational providers, and support the classroom literacy approach. While I have had considerable success in ICT classes with developing students’ skills with more creative iPad apps, such as Book Creator, Play School Art Maker, DoodleBuddy. Strip Design, and Puppet Pals Directors’ Pass (which I will introduce next week), the classroom integration of these tools will be a focus for 2015.

One key lesson I learnt from this rollout is that pushing out the same set of apps onto Kindergarten to Year 3 iPads is not particularly helpful. There is a need to adjust the apps provided for various year levels, as well as a need to remove unnecessary duplication. For example, DoodleBuddy is a fantastic drawing tool for EC, while renders the more complicated SketchBook Lite unnecessary. Similarly, while I would happily use HaikuDeck from Year 1 upwards, there is no point in having it on Kindy and PP devices. In addition, it pays to check that the Lite versions of apps (such as Puppet Pals HD, Spelling City, Reading Eggs) are actually useful prior to putting them onto all the devices. Sometimes, as we discovered with Puppet Pals, it genuinely pays to purchase the full version, while the others require a paid subscription.

One other important issue that we confronted during our rollout was negotiating and communicating procedures for classroom teachers to request and purchase iPad apps. Both my administration and I take the view that app selection and purchasing needs to be carefully managed to ensure that selected apps are of educational value – beyond skill and drill games. As the procedures currently stand, classroom teachers are able to request apps for their classes / year level on a Term by Term basis, and purchases of paid apps are charged to classroom budgets. While we’ve had a few hurdles, the system seems to be working well, and will be refined in 2015.

4) Teach students (and staff) how to use Cloud workflows for sharing work

I have been pleasantly surprised with how my Pre-Primary and Year 1 students have learnt how to save their work, and download photos (with guidance) from their class Dropbox account. As part of the iPad rollout, I set up Gmail addresses and Dropbox accounts for each year level, using the Carousel app to get an additional 3GB space. While I had to individually input these accounts on every device, teaching students about the cloud has been invaluable.We may switch to Google Drive next year, but for now at least, Dropbox is my preferred, simple solution for sharing classroom photos for student use, and collecting work from devices.

Whatever cloud storage solution you choose to use, it is important to explicitly teach students and staff how to use it to store and retrieve documents, images, and other files. The development of these skills in my school is a work in progress 🙂

5) It is important to balance explicit teaching and play-based / discovery learning with iPads

When I first started in this role, I strongly emphasised a play-based / discovery approach to teaching students how to use creative iPad apps. Drawing upon collegial advice and feedback, and my own observations, I am realising that there is a need to balance the play-based approach with explicit teaching and guided demonstrations, especially for the more complicated app workflows, such as Dropbox and Explain Evrything.

One very valuable suggestion, which I will work on next year, is providing students with simple instructions (either screenshots / video) which they can refer to as they work on iPad projects. My initial thinking is we could put these in Google Docs, and teach students how to access them via QR code … and if at all possible, I’d like to employ some Year 6 students to create them … We will see.

6) Classroom iPad integration requires ongoing professional support, beyond one off workshops.

I am lucky enough to be in a school which can  employ me as a part-time ICT integrator, currently for half a day a week. With this extra time, I have been able to work alongside four teachers to support their integration of ICT, in addition to those who have regularly given up their DOTT time to join my ICT lessons.

Over the past few months, I’ve learnt a great deal about collaboration and coaching; learning from my mistakes, and celebrating some huge milestone achievements – such as running a book trailer project & introducing Mystery Skype  in Year 3, and supporting teachers’ involvement in the Travelling Teddy Project. These sessions have been invaluable in that they have allowed me to help build teachers’ confidence and understanding of how to integrate iPads into their classroom teaching, while helping me develop my collaborative teaching skills & own professional learning.

The greatest lesson I’ve drawn from this experience; however, is that while traditional workshop / professional development days are fantastic for introducing teachers to ICT and iPad integration, it takes time and ongoing support for teachers to build their confidence and skills. Developing teachers’ ICT skills is not a straightforward process, and there is no ‘one-size-fits-all’ solution. If you’re preparing or planning to implement an iPad program, it is vital that you build in some form of professional support – through Techie Brekkies, or providing time for teachers to join the ICT teacher for a Term’s ICT lessons. I am extremely grateful that my school has appreciated the value of this approach, and I’ve certainly enjoyed the challenge.

Where to in 2015?

In comparison to many other schools, our iPad program is relatively small, and most definitely in its’ infancy. We’ve made significant strides in the first few months, and I am looking forward to continue our iPad journey in 2015.