Stepping up after your bachelor’s degree is like being in a crossroads – you need time to figure out which way to go. Many people take up their Master’s degree to give them more aptitude and edge once they muster the guts to go out and start applying for a job. In the same way, this also provides them a time to space out and prepare for the next steps after graduation. More often than not, some do opt for a Master’s degree to get into an extra ride to the university way of life.
While dwelling in the past could be a negative thing for relationships gone sour, historians believe that the past can definitely teach us a thing or two of how to shift gears and do better at present and in the future. Taking up Masters in History are for people who are precise and detailed in terms of memorizing and understanding chronological events. This also needs a lot of research and analytical skills to be able to understand and
True enough, taking up online Masters in History or any other specialization doesn’t promise an easy ride. One must be prepared to take on a daunting challenge to prove it can be done – despite odds. One of the reasons why people pursue a Master’s degree is because majority of employers now prefer people who have taken up a Masters or higher education. Not to burst that bubble, but education certainly is a big business nowadays; but the real question is – is it worth it?
Here are some of the reasons why getting a Masters in History is important:
Having a Masters in History certainly gives you an added layer of credibility. Companies and educational institutions are looking to hire people who know a little bit of everything, and a master of one niche which is why a Masters will certainly attract more employers into offering you a stable lucrative position. This gives you more options in the professional stable because companies will look to tap into your expert channels rather than you looking for a job as most undergraduates do.
A Masters in History will certainly give you the leverage to get into the job you want. Most people who take up Masters in History become teachers or professors in prestigious universities while others become researchers, historians, and even journalists or writers of their own books. The diversity of professional choices is only available to those who have earned their stripes in the industry they serve. You become relevant and a scarce industry expert worth keeping.
The Stephen Perse Foundation has had a 1:1 iPad programme running for two years now. Whilst there are many subject specific apps utilised for learning, it is interesting to note how the top 10 apps are all multipurpose. The list below also includes an indication of how workflow is developing for the school and how an app is chosen when and where it is appropriate. For more information about how we are using the iPads as a tool for learning please visitSPFlearning.com
Simply the most versatile education app available. Explain Everything is an interactive whiteboard and screen casting tool that suits the needs of teachers and students alike. The app allows you to animate, annotate and narrate presentations and explanations to your audience. It is widely used across the foundation to record plenaries and provide audio feedback. It is also the app of choice for students when they are required to provide more than written material. The key to its success can found in its intuitive interface and export options. A must have app in education.
Socrative 1.0 and 2.0
Socrative is a very simple and effective assessment tool that can be used during any part of the learning process. A teacher can pose questions to a group which they answer on their device with the information directly relayed back to host. It is available as long as there is an internet connection. The most common use for Socrative is as an ‘exit’ ticket. Students answer four or five questions at the end of a lesson so the teacher has feedback to base the next lesson on. All data is sent directly to the teacher’s email account as soon as they end the quiz. Very useful for planning. Socrative 2.0 is currently in beta and has added functionality and analytics that makes the franchise a simple yet import part of the digital toolkit.
iMovie has always been a favourite with students, but it is interesting to see how it has developed as an educational tool. As well as an obvious movie creation and editing app, iMovie provides a platform to express learning. The ‘trailer’ option guides students to capture snapshots to show learning as well as input text to frame their ideas. These ‘trailers’ are then interesting starter videos or revision tools. iMovie projects take over where a student or teacher may want to add greater depth. Only today a reception class were using iMovie to show their understanding of joining words when describing a recent trip.
iTunes U is often referred to as our learning platform. The iTunes U courses provide the framework and resources so the teachers can get on with what they do best. Removing the need for photocopying, internet searching and distribution, iTunes U supports a culture of creation and collaboration. Having access to everything required on one device can’t be underestimated and its popularity is growing by the day. Add to this the ability to update any resource and make it available to all at the tap of a screen and you have a very powerful learning platform.
Showbie allows you to assign, collect and review student work. As a tool it meets a demand that used to be supplied by a school VLE. The difference here is the ability to ‘open in’ a multitude of apps to create content or provide feedback. A couple of taps sees a student assignment opened and annotated with audio feedback or viewed in the teachers app of choice. It is then just as simple to return the assignment to the student for immediate viewing. Showbie works very well with larger classes where the transfer of information is common and often.
Edmodo fulfils the need of a collaboration and communication tool within the school environment. The secure site is suitable as nobody can gain access to a group without the unique code. Many students use Edmodo to question their peers over challenging questions and as a platform to collaborate on projects. It is interesting to see how groups communicate under the tutelage of a teacher. Edmodo is also used as a tool to model good practice on the internet. For many students it is their first interaction with social media in a controlled environment and Edmodo has proved a very useful component of our esafety programme.
As a note taking app, Notability stands out from the crowd. With all the tools available to record information, Notability is a real favourite with our students. The most common use can be seen as students take a picture of a resource or experiment and then jot down information to highlight key terms. Whilst we encourage handwritten notes as well, it is interesting to see how Notability folders are an important part of the learning process. The export functions within Notability also make it suitable for the students as they develop their digital portfolios.
Keynote is the presentation tool of choice for students particularly when faced with a class or school presentation. The students are very positive about the ease with which they can convey a message using multimedia. There is distinct attention paid to the use of transitons to emphasise a point and interestingly an engagement with the requirements of the future world they will work in. Students often equate job applications and progress with presentations so using Keynote to express learning is very desirable. Ask a student to convey their learning and it is likely to be Keynote they turn to.
From simple projects to a school terms worth of learning, Book Creator has become a handy vessel for curation and creation. With the ability to add video to explanations as well as ‘widget’ type effects, students of all ages enjoy using Book Creator. It deserves its inclusion due to the ease with which all tools can be used and the export functions available. Stand alone projects are ably supported by Book Creator as it acts as a working portfolio to document the process. A favourite of the Visual Arts department.
Pages is simply the ‘go to’ app of choice when Stephen Perse Foundation students are asked to produce a piece of written work. Functionality and ease of use again mean that this app is a favourite amongst students. There are further layers to the app though that enhance the learning process. Firstly, the templates remove the need to spend time over layout and formatting. When the task requires a student to convey their learning, time no longer wasted on making the document look good. Secondly, the multimedia aspect of Pages elevates it as a document creator. As well as the written word, our students submit photos and video to support their views, all professionally laid out. If Stephen Perse Foundation students are submitting a formal piece of work, then Pages is the app they’ll chose.
It is worth noting that our iPad 1:1 programme is underpinned by GAFE with Google Drive as our cloud based storage solution.
A quick glimpse into the arena of education debate highlights just how disrupted children’s learning is in 2014. From changing curriculums, inspection madness and the implementation of new technology, this is a period of instability and concern. As a profession, teaching is driven by so many outside influences that it is easy to see why teachers often take to forums to voice their displeasure with this or that. We all know the only thing that matters is learning, yet I wonder how much precious time is wasted on the distractions?
Right now I could make a case for or against innovation in education. The need to consolidate, meet standards and react to government pressure, points to innovation being yet another distraction. Yet, in my opinion, this is the wrong way to look at our situation. I grow weary of the debate over pedagogy and teaching methods. A teacher will look to provide as rounded an experience as possible for their students, given their context. Of course, the number of students seen per week will have an effect. Naturally there isn’t enough time to see every student on a 1:1 basis. So we all strive to teach to the best of our abilities. We are all learning every step of the way and we will make mistakes. So why do some educators worry about innovation?
To put my own situation in context, I currently work at the Stephen Perse Foundation, a school with exceptional results. It would be easy for the school to rest on its laurels and continue to do things as it always has. Yet it doesn’t. Led by its principal, Tricia Kelleher, the foundation seeks to innovate in order to enhance the learning process for all its children. An environment where 1:1 iPads are the norm and conversation is driven by ‘the best possible conditions for learning’ the school will strive to innovate where appropriate.
Take the current learning space development as one example. The library has been converted into the ‘Cabinets of Curiosity’. A place where the physical, digital and print worlds are brought together. Concerned about the instant connection to digital platforms, the school took the decision to create an innovative new space. Physical artefacts lead the individual to a digital resource that includes an iBook and video content about the display, adding layers of information. In turn this leads the learner to the books that are available from the shelves. The school seeks to engage the learner with an understanding that not everything should be viewed on a screen. Of course this also leads to an ever changing environment that is much more flexible than the library of old. Our next two exhibitions point towards the thinking behind the project:
‘Sherlock’s Clues: the physical exhibition will contain no text at all, consisting only of 6 object-clues from the original stories and TV series (walking stick, fob-watch, top-hat, iphone etc), raised on plinths. An Aurasma-linked iBook will take students to the crime that the clue helped to solve. It will also encourage them to explore more complex topics such as deductive reasoning, media representations of Holmes and forensic science. One of the clues will be a written code that can be solved inside the book.’
‘World War I: A larger-scale exhibition that will spill out into the garden outside the cabinets. Again, the iBook will allow us to connect the two areas, and free us up from using too much textual interpretation in the space itself. This approach also encourages students to focus on the historical peculiarity, and material texture and detail, of the artefacts in front of them, before they are confronted with reams of explanation.’ (Digital curator – Ms K Joice)
The iPads and ‘Cabinets of Curiosity’ are an indication of what is available to us because of technological developments. The cabinets are a vision that has been realised by the iPad acting as a portal into a world that was much more difficult to access before. It would be wrong not to take advantage of these innovations.
At this point it is worth mentioning that the debate around iPads in the classroom will continue for many years to come. I’m not here to extol the virtues of the device, suffice to say it was the right tool for the Stephen Perse Foundation two years ago and it doesn’t appear to affect grades, if that is your metric. However, I would debate the argument that students are better off without some form of personalised technology in the classroom. Of course they are only a tool and the teacher is still the most important resource in a child’s education. But, denying individual access to resources and tailored content alongside video/audio feedback? I’m not sure anyone could defend the teacher/textbook model in that context.
Which brings me to the next stage of innovation. The development of a space twice the size of a ‘normal’ classroom that is informed by mobile technology. Flexible furniture, airplay enabled projection and collaborative areas allow teachers and students to adapt the learning environment. Coupled with our digital platforms, iTunes U, Google Drive and Edmodo this will allow teachers to mould the learning process with the typical barriers removed (photocopying, set classroom layouts etc). Take a look at Don Orth’s iLab as an example of the type of learning environment we are trying to provide:
Choice. A frequently used word when talking about pedagogy in 2013. The options available to teachers and their learners are countless. The variation in a child’s school day should be applauded and the engagement with learningis an obvious consequence. This is a great time to be a teacher.
I’m convinced that the way I was taught in the 80’s and 90’s didn’t prepare me particularly well for 21st Century employment. This is not to lay blame at the door of my teachers. They were well equipped with the ‘tools of the trade’ at the time but lesson after lesson was largely filled with note taking. I do remember facts from my schooldays and I was well prepared for the exams. However, few aspects of my classroom learning helped with my post school days. I had very engaging teachers from a presentation point of view, but, on reflection, I don’t remember being challenged frequently. If I’m honest I learnt more from the non-examined areas of school life that allowed me to understand the importance of teamwork, leadership and collaboration.
The last three months of my own teaching career have cemented the opinion that pedagogy is shifting for the better. A change of schools has introduced me to the International Baccalaureate that is streets ahead of its A level counterpart. As well as its breadth and depth the Theory of Knowledge component challenges learners and teachers to think twice about the process in which they are involved. It is so important to our Foundation that every student takes the ToK course in the sixth form even if A levels are their chosen certificate. Indeed upon visiting a 2013 school leaver at Utrecht University it was interesting to note that she believed the ToK course was the most useful aspect of her sixth form learning.
At this point I should state I have moved past the debate of whether tablets or smartphones should be used in the classroom. A tool is just a tool. If you want students to write notes in lesson time and listen to the ‘story’ then a tablet isn’t necessarily worth considering. This is an excellent option for learning in some circumstances and should not be challenged for the sake of argument. However, because of the availability of tablets, we can now change the learning process and vary its components. Five years ago it was virtually impossible to expose learners to the wealth of resources we can now at the touch of a screen. Tablets allow the learner to record video evidence of their science experiment and more importantly their explanation. Tablets provide a platform for real time feedback from every learner. Tablets allow the learner to access multiple resources at their desk in the classroom where appropriate. Tablets allow the learner to collaborate with peers in the classroom, down the hall, across the country and the other side of the world…. you get the idea.
These options are available, where appropriate, in the learning process and are made possible by the technology. As a teacher it is my job to select the right time to use a tool and guide the learner. It has never been easier to challenge a group of students with various stimuli. I am grateful that the technology exists to remove the barriers to the lessons I have always wanted to teach but found impossible to put together. Even a simple back channel (usingTwitter or Edmodo) allows students to have a voice where they otherwise might be shy or fearful of asking a simple question. A challenge that every teacher faces. (As an aside it is interesting that the technology that exists to connect our students is having a dramatic effect on teachers. The power of social media to engage, provoke debate and challenge opinion has led to a platform that can only benefit the profession.)
It is a great time to be a teacher because we have the tools available to us that provide increased scope for engagement, stimulation and creativity. It is a great time to be a teacher because there are qualifications available that challenge the exam factory ideal. It is a great time to be a teacher because we are so connected with information and each other that opportunity is presented daily.
It is a great time to be a teacher because we need to learn with our students.