I have made no secret of my fondness for generic apps that enhance learning. Explain Everything, Google Drive andEvernote can aid the educator and student alike. However, there is a new contender on the block for the No.1 app in education. Socrative 1.0 was very good – Socrative 2.0 looks excellent.
This brief introduction to Socrative 2.0 highlights its potential and possible use in the classroom. I look forward to hearing about the effect it has in schools.
Talk about learning and educators will enthuse about creativity, discovery and development. Add the term examination or grades and the conversation takes a different slant. The post below from Tricia Kelleher (Principal of the Stephen Perse Foundation) skilfully highlights the importance of ‘space for development’ ahead of a ‘collection of grades’.
“Watch out for the sharks! The plank is for the bad pirates.” This snatch of conversation between two 3 year old children in our Pre-prep captures brilliantly their learning experience. Adults tend to equate learning to the amount of time children sit behind desks. The children I observed today were outside, creating a world of buccaneers, princesses and sword wielding heroes. I was even given a lesson in ballroom dancing by two little girls keen to share their skills with me.
Of course, the principle underlying the lesson was independent learning. The teachers had skilfully configured the spaces to support discovery and creativity. Each child was encouraged to explore the possibilities offered to them and “to play” – by play I mean problem solving, creativity, showing initiative. Essentially developing a positive learning disposition.
The year 2 children meanwhile were coming to the end of plan-do-review day and were reflecting on what they had learnt. They had complete freedom to design their own project. Sadly the pressure of time had prevented the completion of a model of Henry VIII, the painting of a cottage and the markings on an aeroplane. All the children had learnt an important lesson about time management and, as one boy observed, how much they enjoyed “collaboration” (his word).
This window into the world of young children’s learning was a timely reminder to me about the importance of providing space for children to develop. The national obsession with measuring progress places a premium on cognitive development which, whilst more easily measurable, is not about the whole child.
Interestingly, at the other end of the educational spectrum, the International Baccalaureate offers a sixth form programme which is about breadth both in terms of subject content and assessment. Students enjoy an intellectual challenge which stretches them and an assessment framework which requires more than performance in a terminal examination – group work, extended essay, presentations are an integral part of this programme. Intellectually coherent and clearly valuing so much more about the student, there is much to recommend the IB. The learning is embedded in this programme.
And then we have our national qualification. It strikes me as someone with responsibility for children aged 3-18 that our examination system almost gets in the way of learning. With national exams required to fulfil different purposes – measuring a school, value added, individual’s attainment – is it any wonder that the development of an individual can get lost in the exam conveyor belt? The current debate about standards in education has become subsumed by proposed changes to the national examination framework. In my view this is the wrong way round. Surely the big debate should be focused on learning and exams configured to capture what we truly value.
Yet I also know that we measure what we measure because we always have done it this way. The exam machine is grinding away and our children are destined to pass through it for better or worse. This is their passport to the future. As a school we are determined to add stamps to this passport – for us it is about the education of an individual and it is our responsibility to ensure this is about more than passing exams. A young person is surely more than a collection of grades; they are the future.
I should state from the outset I’m not sure the impact of any new technology in the classroom will ever be truly measurable. It won’t be for the want of trying and there are a number of case studies trying to do just that. However, with that in mind, what conclusions can I draw from two years of iPad use in the classroom?
I have two areas that can be discussed anecdotally. The first is an A level class of 15 students who have spent the last two years studying PE using iPads. This group of students recorded the best results at A level in my ten years at the school. For those familiar with the way UK grades are measured the value-added average was + 17%. As well as using iPads for two years with this group I also introduced the concept of ‘flipped learning‘. Often the group were asked to view a keynote presentation that had been recorded to replace homework. That meant we had an opportunity in class to work through issues and lessons tended to take on more of a seminar feel.
I’m not about to start claiming the iPads are the only reason for this success. Similarly I don’t think the ‘flipped’ learning environment would be the only reason for the boys high achievement. The point is, the introduction of new technology and indeed the pedagogy that is developing, didn’t obstruct the boys learning and achievement. I firmly believe it enhanced the learning process but this is difficult to prove without a control group. If I was to compare it to the previous years set of results they are markedly higher, but there could be many different reasons for this.
The second area of discussion comes from the Stephen Perse Foundation in Cambridge. The school has been 1:1 iPad for a year and they have just received a record breaking set of GCSE results. 74% A* or 94% A*/A is remarkable by any standard and again serves as an indicator to the positive impact of new technology in schools. I’m not suggesting that the iPads are the reason for the success. However, they clearly didn’t have a detrimental effect on the performance of the school at GCSE level.
So we have an entire GCSE cohort in a 1:1 iPad environment and a trial A level group who have both performed outstandingly well when compared to their predecessors – so what conclusions can I draw?
It is obvious that engagement with the learning is crucial. Top grades are very difficult to achieve without a firm understanding of the subject matter. I believe the new technology has enabled our learners to engage more readily with material and context. It certainly isn’t the only way to achieve the levels of engagement required, but I personally found it much easier to access with the new technology.
The real impact of new technology in school doesn’t have anything to do with grades. The fact that I was able to bring many different opportunities for learning into my classroom always felt right as we went through the process at A level. As you can see in the video above, at the Stephen Perse Foundation the GCSE cohort had many opportunities to express their learning. At a time when collaboration and communication skills are at the top of any employers desirable qualities, it is fitting we are seeing more of it in our classrooms.
As schools discuss the rights and wrongs of tablets in education I can only offer an opinion based on two years of usage and an interesting time deploying iPads in secondary schools. The opportunities they provide have led to a shift in my own teaching and this doesn’t appear to have had a negative effect on my students. It also felt right to adjust what I had been doing for 10 years and I’m certain I’m a better educator for it. Time will tell if this trend is seen across different groups, institutions and countries but I feel secure in the knowledge that, after two years with iPads . . . . . it wasn’t necessarily a bad decision!
THE STARTING POINT?
It is interesting to reflect how this simplification of iPad key tools has changed in a relatively short space of time. iWorksuite aside, you could purchase the above apps for less than the cost of a textbook and have a model that could enhance learning with the right application.
For those educators who are using iPads in the classroom, the suggestions above will be nothing new. The hope is that other educators will not feel overwhelmed by the diagram and actually view a number of core apps as manageable for their own learning curve.
It must be said that there are a number of applications that I could happily add to the diagram that would be useful for the toolkit. For example, Showbie (a way of collecting, assessing and handing back student work) would certainly meet the requirements of many iPad learning environments. The point is that less than 15 apps can be a starting point for learning, with the substitution of applications based on the learner’s needs and educator’s requirements. I have had many conversations with educators who feel that the pedagogical shift and adaptation to the new technology can be intimidating. The diagram above serves to reduce that feeling and start a conversation moving forward with increased technology use in the classroom.
You will notice that Google Drive and Explain Everything are an integral part of the learning process. A centralised store with the ability to share folders and information is crucial for educators and students alike. Google Drive has been chosen as it allows 30GB of free storage for every user. You must be registered as a Google Apps For Education institution.
Explain Everything serves as a platform to enhance and demonstrate learning. It has been written about many timesas the go-to app for education. However, it is only as good as the user. The educator can record screencasts, transform feedback and personalise learning with it. Students can demonstrate learning, collaborate, create and feedback as well as export their work to their required destination.
The rest of the tools have creation and collaboration at their core alongside the assessment for learning with feedback mechanisms. It is my intention to blog about these processes, as their use develops in our own 1:1 iPad environment and I welcome any input. Any of the apps recommended above are well worth looking into and are suggested after much discussion and debate.
(Incidentally, I am a firm believer that Augmented Reality will play a significant role in education. Consequently I am using Aurasma to enhance learning in the classroom. I would have included it in this toolkit but feel I need to explore its potential a little further. Needless to say, it is well worth looking into if you are fortunate enough to have the technology available).
Google has tripled free storage space, across Gmail, Google+ and Drive, bringing the total to 15GB. This is a serious move by Google as it places the company at the forefront of cloud based solutions with institutions working to tight financial constraints. Having turned to Google Drive as my main storage facility, I thought I would highlight some advantages of using the platform. (Please click on the links for further explanation.)
(courtesy of Anson Alexander)
Google Drive provides a platform to organise and enhance workflow for teachers. The most obvious example is how quickly resources can be shared, annotated and collaborated upon. A shared folder with a student could contain assignments, screencasts and resources that could serve to form a digital portfolio and a reference point for teacher and parents. In my opinion, the fact that we can now share more storage space for free, places Google Drive firmly ahead of Dropbox. This is supported by the recent announcement that you can also save web resources at the click of a button, bringing Google Drive into line with the functionality of Dropbox.
As with other cloud based solutions, there are a number of disadvantages to using Google Drive. Not least the requirement to sign up students via a Gmail account and the testing question of the whole school solution. However, as we make our way with cloud based storage, I can recommend giving Google Drive a try. With 15GB for free what have you got to lose?
This post is in response to the success we have had with workflow and assessment for learning this academic year. For example, recently, students were given a specific time to ‘hand-in’ their assignments based on video content and research. Their work was then annotated at a time convenient to me and ‘handed back’ to the students online. The students could then read the comments and come prepared to ask questions, all before the next lesson. Content had been encountered for the first time at home and meant that the first contact time for the module could begin from a more advanced stage. It sure beats the old regime of – set work, hand in next lesson, mark, give back the following lesson. The ‘flipped class’ now ensures home learning is more effective and informs the teacher where and how to pitch the next lesson.
Please contact me if you would like to discuss the ‘flipped’ class as I am very keen to hear any new ideas.