i-pad app - Teaching Solutions

Jan 2014
iPad usage and development
Challenges and Solutions.
Tuesday, 30 June 15

Presentation Overview
✤ From the iPad audit it was clear that iPad development, whilst
innovative, had temporarily decreased.
✤ Following DTA attending snapdragon training (led by Neil Atkin
http://neilatkin.com ), certain teaching challenges and
opportunities are presented.
✤ iPad based solutions could modernize existing teaching practice,
leading to increased student collaboration and engagement as
well as increasing teacher efficacy and time efficiency.
innovative, had temporarily decreased.
Tuesday, 30 June 15

Departmental: SWOT
iPad and ICT usage
➡ Distribution of e-resources to
pupils.
➡ Sharing of key apps.
➡ Awareness of available resources.
➡ Departmental meetings -
sharing of best practice.
➡ Ad hoc collaboration
and support.
➡ No improvement of existing good
practices.
➡ Use of subject specific apps.
➡ Time pressures.
➡ Transformative iPad usage.
Strengths Weaknesses
Opportunities Threats
Tuesday, 30 June 15

Departmental: SWOT
✤ As a department we have responded well to the challenge of using
iPads to have a positive effect on teaching and learning.
✤ Collaborative sharing of ideas occurs spontaneously and members of
the department support one another effectively. CCH, JBE and DTA
have taken a lead in this. The sharing of good practice can continue to
occur but may require a specific training meeting.
✤ Teachers have demonstrated innovative use of i-pads during teaching
however there are further opportunities for development.
✤ Also, teachers note that finding time to source new apps and ideas is a
challenge.
iPad and ICT usage
Tuesday, 30 June 15

good, had temporarily decreased.
✤ Following DTA attending snapdragon training certain teaching
challenges and opportunities are presented.
Tuesday, 30 June 15

Challenges and Solutions:
✤ “Soon we will have access to all information, but will it make a difference?
[sic]” Anonymous.
✤ Despite the informational revolution, locating and analysing useful iPad
resources is a significant challenge for teachers.
✤ Key questions include:
✤ What resources are available and how do I use them?
✤ Are these resources useful and do they contribute to student learning?
✤ DTA has disseminated useful apps through the app database but this
medium is perhaps time consuming to navigate and of limited practical use.
iPad - sourcing ideas
Tuesday, 30 June 15

✤ Following training at snapdragon useful information sources
were identified: http://neilatkin.com, http://
www.pinterest.com/neilatkin/1-ipad-in-the-classroom/. http://
www.slideshare.net/missburns2/free-assessment-tools-for-
classrooms-using-onetoone-technology
✤ Pinterest may be a more accessible resource for teachers than the
app database.
iPad - sourcing ideas
Tuesday, 30 June 15

✤ Assessment for learning is a fundamental aspect of pedagogical
practice and it remains a challenge for teachers.
✤ Effective assessment, organisation and marking of HW is an
example of this.
✤ Different strategies have varying benefits in terms of time
required and efficacy.
✤ Ideally, quick and effective methods would be sought and
employed.
iPads and AFL
Tuesday, 30 June 15

✤ At the heart of AFL is a discussion of pupil knowledge and
understanding with a teacher, self or peers.
✤ The App Socrative (http://www.socrative.com),
when employed effectively, is enormously powerful.
✤ Key uses include:
✤ Quick assessments: multiple choice questions, SAQ’s.
✤ Exit tickets: End of lesson assessment of knowledge/
understanding.
iPads and AFL - Socrative
Tuesday, 30 June 15

✤ Socrative in action:
✤ The home screen
options.
Tuesday, 30 June 15

✤ Socrative in
action:
✤ Short answer-
Voting on the
best answers.
✤ A good
metacognitive
peer assessment
strategy.
Tuesday, 30 June 15

✤ Socrative in
action:
✤ Space race -
visual motivation
Tuesday, 30 June 15

✤ Socrative in action:
✤ Exit ticket information - self assessment and hinge question
answer.
Tuesday, 30 June 15

✤ Padlet walls are a technological improvement on post it notes
(therefore good for student collaboration). They allow students
to post text and images onto a blank wall.
✤ Padlet can be used for many different purposes including:
✤ As a student question board
✤ To display outstanding pieces of work
✤ As a whole class mindmap
iPads and AFL - Padlet walls
Tuesday, 30 June 15

✤ Students generating curiosity questions.
Tuesday, 30 June 15

✤ Students voting on the best definition.
Tuesday, 30 June 15

✤ Students creating assessment exemplars.
Tuesday, 30 June 15

✤ Effective assessment of assignments and HW is a significant
challenge.
✤ The App Showbie could be transformational
in this regard.
✤ Availiable from: https://itunes.apple.com/us/app/showbie-for-
ipad/id548898085?ls=1&mt=8
✤ A potential use is chronicled on the next four slides (adapted
from: http://neilatkin.com/category/technology/ ).
iPads and AFL - Showbie
Tuesday, 30 June 15

✤ Monitoring student work.
Challenges and Solutions: iPads
and AFL - Showbie
Tuesday, 30 June 15

✤ 6 types of media for feedback.
and AFL - Showbie
Tuesday, 30 June 15

✤ An self-annotated video of student work.
and AFL - Showbie
Tuesday, 30 June 15

Tuesday, 30 June 15

✤ There is a significant debate surrounding the impact of technology in student
learning.
✤ When personal computers and thereafter laptops were first developed, it was
suggested that they would be of great benefit to student learning.
✤ Whilst there have been many improvements in using technology effectively, it
is important to question, as Rutherford mini-school teachers have (see next
slide), the intended purpose of iPad use.
✤ To this end many technology advocates suggest:
✤ “A simple rule of thumb I use is if it can be done as effectively without
the technology, then do not use the technology.”(Neil Atkin).
Developing Practice:
Transformational Technology
Tuesday, 30 June 15

✤ From the iPad audit-
✤ Before use Teachers want to know:
✤ “The activities I can use it for. Whether it can be used for different abilities”.
✤ “The depth...is it a game, video, quiz”
✤ “What information can be gained from it, does it cross match to the spec.”
✤ “What year group / subject? Is it Free?”
✤ “1) Can students download it. 2) Can work be shared/saved for later/distribution. 3) Is it
worth using - does it do something more than we already have/an alternative app.”
✤ “It's content and suitability for use relative to the learning needs of the students.”
Key Teacher Questions
Tuesday, 30 June 15

✤ The SAMR model
(left) creates a
hierarchy of
technological
integration into
learning.
✤ Neil Atkin suggests
that technology
should mainly be
used as a
transformative tool.
The SAMR Model
Tuesday, 30 June 15

✤ The below lesson plan (Forces, year 9) (from: http://
neilatkin.com/category/technology/) demonstrates this
concept.
Learning Objectives : To be create a video performing your understanding of forces (to show me any misconceptions that can be discussed)
Task: How many ways can you think of to make a tea bag fly (A divergent thinking task) – Use popplet to show your ideas.
Questions delivered with Socrative (AfL so I can demonstrate progress):
What are forces? What are they measured in? How might you know a force is acting?, How confident are you with your knowledge of forces?
Show them how to make a teabag fly without touching it (You need to come on my course to find out!) they video the demonstration, then
create a quick film explaining their ideas using iMovie
Demonstrate the teabag flying again, but this time I explain it to them. They film it , but then have to delete my voice and create their own
voiceover (some students repeatedly played the clip before they were ready to do this.)
Insert the image from popplet, then upload their films that have their original ideas and final thinking to a school youtube account.
Questions again delivered with Socrative.
The SAMR Model - Example
Tuesday, 30 June 15

✤ The rationale for this lesson design is explained below:
✤ “So for this lesson I had a simple set of questions that allowed me to
know what they knew when they came into my lesson that could be
directly compared to what they knew when they left my lesson.
✤ The film gave them the opportunity to explain their views orally and
again was able to see if progress had been made. It also included their
popplet so I had an indication of their divergent thinking.
✤ Outstanding progress was clearly shown from the results in a lesson
where I actively taught for less than five minutes. The iPads were used
to do what would be nearly impossible without them.”
The SAMR Model - Example
Tuesday, 30 June 15

Tuesday, 30 June 15

Actions to take forward
✤ Share iPad development
Keynote with department -
DTA - ASAP
✤ Start creating department
Pinterest. DTA - beginning of
term 4.
✤ Deliver iPad training session -
DTA with exemplars from all
staff - during term 4?
Tuesday, 30 June 15

Key information sources
✤ http://neilatkin.com
✤ http://www.pinterest.com/
neilatkin/1-ipad-in-the-
classroom/.
✤ http://www.slideshare.net/
missburns2/free-
assessment-tools-for-
classrooms-using-onetoone-
technology
✤ http://classtechtips.com
✤ http://blogs.kqed.org/
mindshift/2014/01/how-
can-we-maximize-the-
potential-of-learning-apps/
Tuesday, 30 June 15

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