There has always been plenty of attention given to the Apple iPad, especially when it is mentioned in the same breath as education. But what we must always remember is it is just another tool for learning, like a dictionary, or a calculator. We must always remember that if we can achieve better outcomes using something else, then use it!
We must not lose site of the end product, force ourselves to use the technology because you feel that you must; when actually the technology is slowing the process and is detrimental to the outcome. Technology is great for engaging children, but if they don’t see a point in using it, the outcome will usually suffer.
We introduced 1:1 iPads in my classroom just after February half term with the idea being that we wanted them to be unnoticeable in the classroom. The children could choose when and how they used them to enhance their learning and outcomes. After the initial set up period and ensuring the workflow was understood by the children we set off on our journey. So what have we done so far?
Cricket: Finding my own next steps
During our cricket sessions we use our iPads to review our performances. I allow the children to film a modelled example of a shot I perform and then use it to compare to their own performances.
If they need to check a certain part of the shot, the children can then watch it back to see were they need to improve. They also filmed each other and reviewed their shots during the lesson, each time referring back to the example I’d given them.
Here you can see one of the children have used Pic Collage to make a note of their next steps at the end of the week. A great starting point for the next lesson – pick up from where they left off completely independently. I really have seen the benefits of having 1:1 iPads for this as they have a record of their own performance. I plan to use it for assessment purposes to track progress throughout PE sessions. The children have also uploaded them to Edmodo to share with parents.
Blogging using Edmodo on the iPads
I’ve tried blogging before with children for years and now it finally makes sense when they have their own device. The freedom to write when they want to has enabled the children to write their blogs on the go, whenever they have a spare minute.
I chose to use Edmodo as a start to blogging with my current class. It gives them an instant audience, something we all crave as bloggers – someone to actually read what you’ve written! The children have started to write comments and feedback for each other and improve their blogs. I’ve asked them to write at least one a week to keep the interest up.
One interesting thing is watching the children typing on the iPads. Most use their thumbs or single finger in portrait mode. Very few actually type like you traditionally would on a keyboard using the iPads landscape view. Something to watch and think about? Touch typing lessons on the iPads? It’s not as if they’re slow at typing, far from it, but is it something to develop?
Children Creating Maths Calculation Video Guides
We’ve been using video as part of our flipped classroom but I’ve always produced the videos for the children. I’ll certainly keep doing this as I’ve found it incredibly useful as it allows children to find their next steps and to know which challenge they are attempting each day.
The children have been using Edmodo recently to save and collect work and information and then store it in their online ‘backpack,’ Edmodo’s version of the cloud.
They have found this incredibly useful as they are not losing documents and can post work simply from their backpack without searching for it. It also allows you to link your Google Drive account, which I have found incredibly useful. Easily share work from my library/backpack with the children.
So why ask the children to start creating their own videos and how did we do it?
I asked the children if they could prove to me that they could use the four written methods of calculation for addition, subtraction, multiplication and division. Their response was – it’s in our books. True, but I wonder if they can verbalise their calculations and show a real understanding, using the correct mathematical language?
Through discussion we also decided that it could be useful to create a video when we got stuck. Basically, “this is the bit where I got stuck, help me!” I liked that idea and set the children to work.
I use Vittle FREE A LOT when creating my short maths video guides. I find limiting my explanations to a minute enables me to get to the point. Its simplicity also stops me from spending ages ‘beautifying’ the presentation.
I simply speak alongside my screen drawings and then upload them to Edmodo to share with the children. There is plenty of information on my past posts about how we use videos to help us learn.
How do you create the video in one go? You make it look so easy!
This was a common comment during the sessions – they’re right, I have mastered the skill.
This got me thinking during the session – this could be a great assessment tool as well! Can the children subtract competently using a written method? Their explanation would tell me – I’ve only watched a handful so far, but from what I’ve seen has been priceless. I am watching 30 children calculating in real time, I’m not waiting to mark an end product and then trying to work out where they’ve gone wrong. I can actually see and hear them!
In the future I can see children beginning to use this to build up a portfolio of evidence to support assessment without levels. Pictures of writing with annotations analysing what was good using explain everything; mathematical videos modelling understanding of a skill and a collection of videos and pictures created by me and other children in the class or school.