CEO Sydney ILe@RN with Mobile Devices - Ipad 2 - Final Reflection

The model itself (SAMR) is great for teachers to use in integrating technology for teaching and learning and to measure how the technology will impact on the learning process. By aspiring towards redefinition, we can teach in a means that can engage all students but also cater for the diverse learning needs of the classroom, especially special needs students. 

Comment by Fabian Amuso in "Rebecca's Mobile Journey", January 19 2014

During this course, I have gained many great insights into the use of Ipad's for teaching and learning but also to broaden my understanding of technology. 

This course has provided a great insight in how to use Ipad's as a teaching and learning tool. I started off in the first modules by exploring some of the "tips and tricks" in using an Ipad whether it might be splitting the keyboard into two, taking a screenshot and bookmarking webpages (and even how to create a icon on the main page). At regular intervals throughout the course, I was also introduced to more apps and resources which can be used to support teaching and learning in the classroom to provide for an engaging learning experience. 

Then I had the opportunity to learn how to evaluate an Ipad for teaching and learning purposes. As a teacher librarian, I have a major responsibility in advising teachers relating to the suitability of resources for classroom learning. This extends to technology and includes Ipad Apps. Without a system for evaluating apps, I would not be unable to provide a proper professional assessment of an app for classroom use. While not mentioned at the time, the evaluation provided insights into the nominated app that I may have not picked up initially. I will certainly apply this model in my work.

My knowledge and understanding of cloud and syncing devices was built up on. As mentioned I already have used some devices and applied it to some extent in my teaching. I even use it to store documents that are essential to my work and that allows for easy viewing at home or work. By the way, this removes the need to transport documents from home to work and vice versa, reducing the risk of loss to nearly zero. 

I was disappointed by the annotating apps because they were not advanced enough in my view with restrictions on what can be done to a pdf file in the annotation stage. I do believe that in time more features will be added and their usefulness to learning will become more established. 

The later modules provided the most relevant and useful skills needed for my professional role. Module Five provided me with apps to use in the creation of E-Books. It allows students with another way to reflect on the learning process but also if they want to share information or simply tell a story. I also shared some challenges that I'm faced in terms of encouraging students to read E-Books as seen through my experience to date as a teacher librarian. Students need to know that E-Books are available and offer benefits that print books cannot provide. This also includes newspapers and periodicals that are available electronically. I also learnt about IBooks and how they allow one to create their own digital library.

Module Six provided me with the SAMR model, a model that I intend to use in incorporating technology into teaching. It taught me that technology should allow us as teachers to redefine the teaching experience; to incorporate technology that allows for learning experiences that have not previously been possible with the use of pen and paper technology. That is reflected in the comment that I posted in another participants blog that I posted at the top of this entry. Technology caters to all learning needs and all types of learners. "Pen and Paper" just seems to be a generic way of teaching and often the easy path which we as teachers and educators have all been guilty of doing at some point. To me, I need to know how students learn and then select and incorporate the technology that reflects their learning needs.

Finally, I was able to create a short film using the camera and then edit it with Imovie to create the final film. I was impressed to discover skitch, a simple app that allows me to label an image with great ease. I didn't write it in my entry at the time, but I think it is the best app or program I have come across on any device that allows me to label an item which such ease. It will allow for a more professional presentation of labelled diagrams or pictures.

I conclude my reflection by stating that I feel competent and very confident in using Ipad's in the classroom for teaching and learning. While some aspects of the technology are not as effective as traditional computers, I feel that in time, Ipad's will have the full capability and function that traditional computers offer. While tablets are still in my view, tools for consumption of information. I believe that from the case studies of Ipad usage in the classroom plus my own experiences in creating content, they will become devices that can create information effectively. Some apps have their limitations as I noticed in this course but in time, will be fixed. 

CEO Sydney ILe@RN with Mobile Devices - Ipad 2 - Module 6

Module Six is now complete and below are some comments relating to the activities undertaken as part of the module.

Transformative Devices Reading Activity

On this matter, I feel at this stage that Ipad's are transformative learning tools to some extent even I have questioned the usefulness of some Apps within the learning process. I do believe that Ipad's and other tablet computers will have been even more as transformative learning devices over  the next few years as apps are further developed and created. Tablet computers will also become more powerful and capable of supporting programs available on desktop and laptop computers.

On a positive note, this course has shown me already how Ipads are being seen as transformative devices despite my doubts at this stage I have been encouraged and impressed with some of the approaches applied by schools in using Ipad's to stimulate learning e.g. Ipad Orchestra. Also use of various apps has also allowed me to examine how I can provide transformative learning experiences.

I remember my reflections on the Techlife article from last year which advised students to consider laptop computers if they wanted to take a device as part of a "Bring Your Own Technology Policy". If I had to decide between desktop/laptop computers and Ipad's as the device which is the more transformative device. I would select desktop/laptop computers given their ability to create information; to be able to express learning as the article suggests. Ipad's and tablets still focus largely on consumption of information, though this will change over the next few years.

Also I did have a look at the SAMR model in the article (see below) and it made me think straight away of how technology has been phased in the classroom but even my teaching practice as well. I used an article by Kathy Schrock to aid my understanding.

When I began training as a teacher not so many years ago (late 2000's), students did not have easy access to technology like they do today. There were no individual laptops or tablet computers. There were computer rooms but access was restricted due to demand. Activities were done with "pen and paper". As a teacher I was able to use a smartboard or computer to present notes clearly written, images and even the odd video clip as I had access to the technology which was at the substitution level of this model. Students were not able to benefit at large from the technology as it only reinforced the written content. Teacher training was also geared towards substitution with little or no training in using technology in the classroom.

By my final internship (2009), schools had begun issuing laptops to students in selected year groups. Teaching and Learning was now reflecting that at the Augmentation level. I encouraged students to present their notes typed, though I was happy for students if they desired to write with pen and paper. In one class, notes were being presented in Powerpoint Form. This allowed students to organise their notes more effectively in a style that suited their preferences. Wifi Internet was also introduced which allowed for some learning tasks to be undertaken using the internet. Learning activities were still being based on "pen and paper" tasks with technology used to provide opportunities for learning.

As I attained my Masters of Education Degree and undertook professional development e.g CEO Sydney Web 2.0 Course, I learn't and applied strategies consistent with the Modification level of the model. I feel that the schools I work at are at this stage applying many strategies at this level but are moving increasingly towards teaching and learning activities at the Redefinition level. Technology has allowed for more complex tasks e.g. mind mapping and presentation of timelines to be undertaken which can be used to reflect on the learning process and also for assessment of learning. The student can take greater control of how they present their information and can cater to a wider range of learning styles.

At the final stage - Redefinition, technology allows for learning that was previously inconceivable. Students are able to express their understanding of content and learning in whatever style that they may desire. From my internship on wards, I have been exposed to and have applied teaching and learning strategies that allow for such learning. I will continue to expand my knowledge and understanding in this area. This might include the Ipad Orchestra as I explored in Module 5, getting students to present information as a short film or advertisement using Imovie or using Adobe Photoshop to create an artwork. Cloud technology allows for learning in real time. With student collaboration, members of a group need not be in the one location e.g. if a student is sick they can work from home during the lesson time. Ipad technology allows for learning to be conducted in even more flexible settings due to their portability. While they lack features of applications desktop and laptop computers, there is potential for that to be exploited as they evolve.

Camera Activity

I have taken photos before with this feature and quite familiar with its features. I'll concede that I didn't learn anything new through this activity. In an educational context, very good for photos "on the go" particularly if undertaking an excursion or for use in learning tasks which may require photographs at short notice. I hope in the future, I'll be able to discover ways to edit photos taken on my SLR camera on an Ipad. Some camera's by Canon actually have Wifi capabilities that would allow instant transfer to an Ipad for editing.

Imovie

I enjoyed making a movie using my camera as the video recorder and then editing the clips to make a short and simple film. The portability of an Ipad allows for easy recording of video, which kids would certainly like to do on the go. I was impressed with the simple and easy to use editing features of Imovie, which allows for quick editing on the go. In the classroom, the clips provide for a great record of learning or can be presented as part of a vlogging portfolio. Imovie is great for learning tasks where students may need to describe or explain a process e.g. cooking a recipe, present a science experiment or a demonstration.

Annotating Activity

I enjoyed using skitch to annotate an image from my camera library. Straightforward and easy to use especially using the arrows and being able to focus on the length of it. Being trained as a History Teacher, this app can be great for students to label key features of a historical source like a photograph e.g. label the items that a solider in image xxx used in combat or to present a labelled diagram of a historical relic. Fantastic as well for maps where key locations etc can be shown.

Blogging Activity

I use Eblogger and I find the app is quite limited in what you can do. The best I can do is type what I want and post a photo on the hard disk of the Ipad. The interface is much worse with fewer features available. I can present text in italics or in bold fonts, but not have it underlined which can be done on a desktop or web browser version. You cannot hyperlink. 

CEO Sydney ILe@RN with Mobile Devices - Ipad 2 - Module 5

This module was proving to be a fair bit of an eye opener and the relevance too in relation to my Teacher Librarian role.

I recall times in primary school when either we as the students made a book or we did it together as a class. It is a whole new take on that, though it feels a bit challenging at this stage for a class approach to doing it.

But with an Ipad, it goes further than just pen, pencils and paper. Digital technology allows for animations and special effects. 

E-Book Learning Activities

I have not had the opportunity to explore or experiment with learning activities that would allow for students to create an E-Book just yet. I'm going to suggest how I would do it.

Being a teacher who needs to know the curriculum in general, I'll propose some general ideas on how I would do it or suggest to teachers what to do.

I love learning journals and this is one strategy I would do. A journal is a book; a book where one writes about their own thoughts and experiences. In a learning context, we keep a record of what we learn. Instead, get the students to present it as an E-Book. 

Fortunately I have been trained in history. History is about sharing stories about the past. There is a long list that I could write about how it can be done. Students for example might be asked to recount how a solider experienced Gallipoli and present it as an E-Book with visual images and audio to support the story or a short biography of a prominent person in history. 

I'm not a food technology trained teacher, but an E-Book can be created to explain some short recipes for food being cooked in class. 

If a maths teacher wanted to find a way to help students remember a formula or steps in solving a maths problem; one that students may find complex, I can propose that students create an E-Book as a set of summary notes for an exam.

For digital storytelling, I decided to use Toontastic to create my animated cartoon. It does allow for a highly effective engaging learning experience as the students can use humour to learn but also to express their learning. 

Quick Voice
I used this app to record a set of instructions. I was happy with it overall. Obviously the key to getting a good quality recording is to ensure that the volume is set up. I think the challenge when recording is to ensure that I have a script so I am certain in what I am saying, especially if telling a story. With anything oral, I must ensure that I express myself appropriately e.g changing the volume of my voice, tone etc.

Flipboard

I find it hard to put into words my thoughts on it. It takes RSS feeds to a whole new level because it is even more interactive. It made me think of news apps the Sydney Morning Herald Ipad App and how the information is presented except it is from everywhere. I synced it up with Twitter and Facebook and straight away it linked me up to items from outlets related to those that I either frequent or have interests in. It felt like the app had read my mind.

Encouraging reading

This was my most crucial section of the module. As a Teacher-Librarian, I am meant to encourage students to read. I thought viewing the video below gives a summary about how one can use the Ipad as a reading device.



During 2013, I had the chance to present a series of workshops on the Overdrive Library Collection provided to students at Waverley College and actually shared some those advantages of reading a book on an electronic device e.g. control over fonts and sizes, tilting the Ipad to read either as a double page or single page. That actually allows for engagement with the text.Those with special needs e.g visual impairments will find reading much easier. Borrowing can also be more easily managed as books can be easily returned etc.

What I have found is that students are not really aware of the E-Book options available to them and that for me would mean providing workshops etc on E-Books like the ones I have done with Overdrive. Where a school has an Ipad program, I could also provide workshops to students, staff and the wider school community on the E-Book options available to them.

Schools generally have wide reading programs. Traditionally this has meant that students bring a fiction book (in print form) to read. It is time to relax this policy and actually accept E-Books given that students now have options to source reading material at no cost. Some students don't have the money to buy books; others think reading a print book makes them look "uncool" while others don't want to carry it as "excess baggage" in their bags. Add the preference for technology and E-Books do have an appeal.

As for newspapers in electronic format. Apart from having the apps update their pages with breaking news, you can also generally access an electronic copy of the print edition to cater for those who want to read their news in the old fashioned way. I subscribe to The Courier Mail (Brisbane). For $7.50 a month, I have access to their Ipad App and each morning, an electronic copy of the print edition. Being in Sydney this has worked for me as still get their paper, but don't have to trek to the city or airport to buy a print copy. I also subscribe to The Sydney Morning Herald. I still get it home delivered but if I want to go out, I can download an electronic copy so the paper does not take space in my bag. Being a public transport commuter, I won't hog space either.

CEO Sydney ILe@RN with Mobile Devices - Ipad 2 - Module 4

I've used a number of online storage and syncing devices. Given I work across various school systems it gives me the advantage of having all my relevant files in the one central location.

Skydrive is my preferred device at the moment because it is linked to my hotmail account which I use more frequently than other email addresses but also I keep documents in a more confidential setting as well.

However in more professional settings, I have been moving towards Google Drive as I have professional accounts that are hosted by Google. I'm more likely to share files with colleagues and students through Google.

I have hosted files online that I have used for teaching purposes. Yes as a casual teacher I have done it. Recently a teacher went on two weeks long service leave at one school. I took his classes plus other classes that required supervision.  He decided to set the work for the entire period for his Year 10 and 11 Classes. I responded to this by creating a set of instructions including the work in pdf documents. I then hosted the instructions on Google Drive to save time writing the work on the board each lesson but also to allow for constant access to the work, whether in the classroom or school. Because I noticed the urls were so long, I created simple URL's with tinyurl.com to make it even easier to access. These were given to the students. Very quickly they downloaded their own copies straight to their devices whether it was their laptop, classroom desktop, or tablet. Yes I kept up a copy right in front in case on the smartboard.

On an Ipad, there are limitations to accessing Skydrive. You must have an internet connection. Google Drive however will allow you to download whatever files you want for offline viewing, yet remain in the app. Again an internet connection is required for effective

For this module, I've decided to give Dropbox a go and I am keen to explore it a little further.

Syncing an Ipad is fairly straightfoward. It can be a timely process as I update apps, and organise the layout to suit it to my needs.

As for annotating pdfs - I downloaded a free app known as IDocuments. An excellent feature of it is its ability to allow you to download documents straight from a file sharing website. As an amateur photographer, I can find some real use with it if I want to use my photos in any aspect of teaching especially if I want to present them as a pdf file and then be able to let students etc to annotate them. Its weakness is its ability to allow one to type text. That cannot be done just yet. Otherwise its your fingers that will have to do the talking.

I feel at this stage, such apps are still in "development" phase. I felt the options available are a bit limited at the moment.