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Mr G Online
Oct 05

In the days when great edtech was a child printing out a Word document to give to the teacher or a teacher presenting a lesson to the class via a garish PowerPoint slideshow complete with lasertext transitions(!?!), the last thing on anyone’s mind was who owned that picture I downloaded from Google. To be honest, I would think the vast majority of users still think every image on the “Interwebs” is up for grabs, along with all those movies and songs we’ve been ‘innocently’ downloading over the years.

Now, however with the advent of Web 2.0 online publishing as a norm in schools, protocols and expectations have to change. A picture on a printed Word document is one thing – it is hidden from public view and the owner of the image is none the wiser. Technically still not abiding by copyright possibly ( I’m not a lawyer ) but highly unlikely you will be chased down for the crime. Publish it on your blog, glog, vlog, podcast, Prezi, iBook, Screencast, etc? You better be following the right protocols. If we are going to open the world of published authorship to our students, it is our responsibility to educate them in appropriate use. Enter Creative Commons – and the fine folk from foter.com who have created this infographic to explain how its done. Not only does it explain clearly through a visual representation what CC is, what it means to you as a user and possible publisher, and what each attribution category means, it also shows how to correctly attribute images you use.

In encouraging our students to publish to a real online audience, not only should we be teaching them to attribute the work of others they use in their content, we should also be teaching them how to apply licences to their own original work so that their intellectual property is also protected.

Once you have scrolled through this lengthy but easy to follow guide, also take time to browse through additional screenshots and resources I have put together to highlight how online heavyweights Google Search, YouTube, Flickr and Creative Commons themselves make it easier for you to find free to use content. (Check out foter.com too – they have an extensive library for you to use.) And remember – if its not sure, make sure your audience knows it not yours. Give credit where credit’s due and you will never be short on content to use in your online work.
Creative Commons Photos

How To Attribute Creative Commons Photos by Foter

ADVANCED GOOGLE SEARCH

Not sure why it is hidden away in hard to find places but once you find Google’s CC search option in Advanced search ( in the little cog icon as shown below) you will have little problem finding CC attributed images to use online.

googleadvancedsearchwheregoogleadvancedsearch

FLICKR CC SEARCH

One of the best sources for CC attributed images is Flickr. These screenshots show you their explanation of licenses and how to search for them. Click here for a good guide to how to add licences to your photos on Flickr

flickrccinfoflickradvancedsearch

CREATIVE COMMONS SEARCH

Creative Commons itself as a Search feature itself that allows you to access multiple sites for online content including images, audio and video. ccsearch Importantly, they also have a timely disclaimer/reminder making it clear you still need to check if the image is CC licensed. We need to instil this habit in our students and teachers.

ccdisclaimerYOUTUBE VIDEO EDITOR AND AUDIO LIBRARY

Two recent additions to Youtube make it easier to use CC licensed video and audio in our multimedia productions. YouTube Editor, a simple to use but hidden video creator available through your YOutube account has instant access to a searchable list of CC licensed videos that you can use and edit straight in the program. Also recently added is a  audio library of music that is CC licensed for use and downloadable so you can use off line as well. Below are screenshots showing where these tools can be found and what they look like.

youtubeaudio youtubeeditorccvideo

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Oct 03

As I said in my last post, I presented at the October addition of TeachMeet Melbourne. With a Google Summit happening in Melbourne this week, the focus of the meet was Google Apps and Collaboration and lots of first time TeachMeeters attended as a result of being in town for the summit.

Apart from my presentation on Google Maps in Education and related websites that incorporate Maps, there were sessions on Google+ Hangouts, Google Drive and Sites for portfolios, YouTube Video Editor and Collaborative Video recording, Google Calendar appointment slots and a nice intro from Chris Harte about Teachmeet history with a focus on sharing ideas, not apples ( with a hint of a dig aimed at apple with a capital A, I think:P). Finishing the night off beautifully was a heartfelt reflection on the need for looking after ourselves and each other, in itself a form of collaboration (minus Google!)

Below is a collection of tweets from the meet that may inspire you with new insights or encourage you to explore our new learnings further. My twitter tag is noticeably absent from the list – I was too busy as the official timer on the night and possibly got too comfortable on the very oversized beanbag I reclined in for the duration ( the free beer didn’t help either!) Enjoy!

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Oct 01

I’m attending my local Melbourne TeachMeet tomorrow with a focus on Google Apps in Education. I have put together a quick Keynote presentation regarding Google Maps in Education that I am going to share. Below is the presentation for you to view in PDF format.

Google Maps in Education

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Jul 14

20130616-085350.jpg

Found this fantastic infographic touting the success of infographics. Reading it ( or more correctly, viewing it) immediately focused my thoughts on the use of visual texts in classrooms today. Click on the screenshot above to view the animated, interactive info graphic that presents  13 reasons why we should use infographics ( or visual texts in general). Unlike other infographics I link to on Mr G Online, I’m not going to discuss the specific points presented – that would be contradictory to the message of the infographic. I’ll let you get your own meaning from it. However, I am going to reflect on how it made me consider the use of visual texts in education.

If we take at face value the research this infographic is based on, human beings are, at heart, visual learners. Our first written languages were image based (hieroglyphics). Our first recorded historical artefacts are cave paintings. Before the Bible was printed, the story of Christianity was predominantly told through Church Art. Museums are based on our desire to see artefacts firsthand.

I in no way want to devalue the importance of reading. Making connections with the printed word promotes creativity and imagination as we strive to interpret the  detailed writings of an author. Words allow us to add our own meaning to written texts rather than have an artist’s or film maker’s interpretation forced upon us. Reading is vital for learning and engaging with the world.

Having said that, though, Literacy Education has been dominated by the written word, and to a lesser extent, spoken word in the form schooling has taken over the 100-200 years of formal education as we know it. In recent curriculum documents we have seen viewing make its long awaited debut, but it still seems to be a poor relation compared to the other strands of Literacy. Improvements are being made, but as teachers do we fall back to written and spoken texts because its easier for us?

Screen Shot 2013-06-16 at 11.02.57 AMIf our brains are visually wired, then it makes sense that we visually present information, instructions, new learning, methods. If half our brain capacity is involved in visual processing but we present our lessons verbally or in written text form, how much are we getting through to our students? If 70% of our sensory receptors are in our eyes, then why do we persist in TALKING so much as teachers? How much more learning could take place if we had much less word based instruction (written or oral) and much more Visual instruction, considering we can make sense of a visual scene (0.01 sec)  so much more quickly than a spoken or written scene.

I’m not saying teachers don’t use visuals – I’m saying we need to A LOT more.

 

 

 

  • In Mathematics we take away the visual representations far too early in our quest to rush in Screen Shot 2013-06-16 at 11.02.25 AMthe algorithm and written methods. Singapore’s visual pedagogy in Maths Education is an example of how it should be done.
  • Textbooks include plenty of visuals but are still dominated by the written text in putting forward the primary content. The visuals seem to be add ons. It should be the other way around. Start with the visuals as the primary content and support it with accompanying text.
  • How often do we complain that our students don’t follow instructions? Or that they don’t remember anything we taught them? How often are these instructions 10 minute monologues based on fifteen points teachers think are important to get across but in reality have no hope in getting across to overloaded children’s memories? Is ‘teaching’ verbally for 10 minutes resulting in students ‘learning’? Yes it takes more time to create and then present a visual alternative but do we waste even more time repeating lessons or instructions that would have been delivered more effectively with visual elements.
  • In our quest for improved standardised test scores, we cram more literacy lessons based on written texts at the expense of the Visual Arts. We spend countless hours teaching children to comprehend worded Maths problems but ignore how much visual representation of number concepts can improve their problem solving techniques.
  • “Flipping the classroom” has its pros and cons. Like any pedagogy it can be done well and poorly. But if at its heart is the ability to provide relevant, purposeful visual resources that can provide  a learner with extra support outside and within the classroom environment, we can’t be doing a bad thing.

Screen Shot 2013-06-16 at 11.01.48 AM

The world of our students IS overloaded with information. The expectations of our curricula are overloaded with information. How we present that information then is important. If it is primarily written and verbal we may well be banging our and our students’ heads against the proverbial brick wall if, despite the best of intentions, that information is not filtering through the brain’s barriers to processing and retention of information. We owe it to ourselves and our students to dig deeper into the theories and statistics highlighted/implied in this infographic to ensure we are giving everyone the best chance to learn. What do you think?

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Jul 09

 

For a fully interactive version of this video, go to the Touchcast website and see it in action.

Just when I thought the Explain Everything iPad app was going to be my ‘go to’ app for everything in Education, this new app comes along. Touchcast (App Store link) is described as ‘the Web in a video’ rather than video on the web. It creates fully browsable, interactive videos that embed everything from websites, Twitter feeds and Youtube videos to polls, quizzes and news tickers inside your video creation.I’ve only just started experimenting  with the app and am yet to create a completed video, but I’ve already started getting a feel for how it works. Like all iPad apps, its dead easy to use. Using it effectively and with purpose is the crucial step.

While the above video and product website gives you a fair intro to the use of Touchcast, I’ve taken some screenshots of the app to show some of the features available. I have tested most but not all (greenscreen for one – sounds like a winner if it works well!).

newtouchcast

When you open the app, a number of themed touchcasts ( News, Business, Sports, How to, Review, Travel Diary) are available as well as the option to create one from scratch.

createnewtouchcast

If you select a theme, the option to add the title and search terms is provided. This creates the Touchcast title automatically and adds relevant content related to the subject to be used straight away, as seen below with the inclusion of a news ticker from Google News, a Twitter Feed and News Headlines. You can delete these if you don’t want them. Deleting content is as simple as selecting and dragging the thumbnail at the bottom to a ‘magically appearing’ trash icon.

autocontent

If you create a Touchcast from scratch, all the tools are at the bottom of the screen. The basic tools are Camera, The Record Button, Effects, Whiteboard, Titles and vApps.(see below)

tools

There are many title styles to choose from but all have a similar look to the Titles seen on TV programs

titleoptionscameratools

One of the most powerful features of the app is the capacity to add vApps. These are the interactive, live and embeddable extra content elements that can be added to your video as you record. Ideally though, you would add and prepare all of these elements before recording. The screenshot below shows all of the vApp options. It’s an impressive list of options that can help create a truly interactive and educational experience in the school setting. Imagine an interactive presentation that calls up web pages, images, polls,quizzes and rating systems, slide shows from Flickr, working GoogleMaps. There is certainly potential for overkill from both teachers and students but the possibilities for screencasting/flipped lessons, multimodal presentations, digital story tellings, project presentations, reports, reviews, surveys are there to be considered.

vapps

Once a vApp is created, they appear in a thumbnail view at the bottom of the screen and with a simple touch they can appear and disappear from your video at your discretion. As I said earlier, by preparing all of the vApps you require before recording, you have great control over their use during the video creation process.

Another useful feature in the Educational setting is the Whiteboard. You can call up multiple whiteboards and switch between visible boards to record notes or invisible in order to draw or type directly onto the video or images

whiteboard

To help with the flow of your recording, Touchcast comes with a built in Teleprompter. This is found in the Camera tool.This allows you to write a script to follow as you record rather than umming and aahing your way through your video. You can alter the speed at any time. Also within the Camera tool options is the ability to swap between front and rear cameras

teleprompt

Special effects include a Green Screen option ( will check this out when I get access to my GReen Screen), video filters for different effects and sound effects such as applause, laughter and emotional expressions ( a bit cheesy, but some will like it!)

effects

filters

soundeffects

Opportunities for digital literacy and multimodal learning abound in using this app but there are some limitations that are not obvious until you start using the app.

 

  • First there is a 5 minute limit to the length of the video. Probably not a bad thing as you could fall in the trap of going overboard. Also this 5 minute limit doesn’t restrict you from pausing the video and viewing the interactive elements and multimedia content ( e.g. the embedded YouTube clip can be as long as it is in its source location). 
  • While you can save your project along the way as you add in all of your extra elements, once you start recording, you cannot go back and edit or continue. Once you start recording, you can pause but if you want to stop or exit the app, you can only save as a non editable video not as a project. I hope they can change this option in the future. You can re-record the video if you make mistakes and restart without losing all of your vApps, however
  • Another limitation is that the only additional video you can add is through the web. You cannot add your own video (only photos)  from the iPad. This is probably reasonable, considering the file sizes this would create. You can always add your video content to a Youtube account and then add it.
  • As this is a very recent startup, at present it is a free account for users to experiment with. At present, this means a maximum of 60 minutes of video on their site. There are plans for paid accounts in the future but as it stands now, 1 hour is it. Of course, you can store videos locally on your iPad within the app, but you can’t save to Camera Roll. You can export to a Touchcast account on their website, share via social media and post on YouTube. Be warned, though, the YouTube video is only a video – there is no interaction. That is only possible through Touchcast. However, for presentation only purposes with all the content included, YouTube export is a way of storing more content if you dont need the interaction.
  • As with most Web tools, the Under 13 caveat applies. There are some features you woud want to monitor.I have emailed Touchcast for clarification on whether it is OK to set up a teacher controlled account for students to post content from their iPad app. I’ll post their answer if and when they reply.

While it’s early days in my experimenting , I’m really excited about this app. The use of it can really encourage creativity, problem solving, planning, and a range of digital literacy skills. Like any tool, we need to make sure purpose comes before play. There is more to ed tech than engagement. We want it to make a difference. Check it out. It’s a free app but you do need to set up an account (not a lot of info required – user name and password). Would like to hear from anyone who has used it and appreciate ideas on how it can be used for educational purposes. Like most tools on the Web, they don’t start out aimed at schools, but we tend to find a way to embed them in teaching and learning.

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Jul 06

Everyone has their favourite inspirational speaker. Every teacher out there has probably seen Sir Ken Robinson’s TED talks and every school leadership team has a playlist of YouTube videos of their latest guru. This morning I just happened to discover this guy through a Scoop-it page I follow – Kevin Honeycutt. I didn’t know much about him but I do now that I’ve watched this video.

His comedic style will keep you listening through this presentation but don’t be fooled by his boyish behaviour. He has a serious message to get out there. He draws you in with his personal story which is an inspiration to every child who has struggled and every teacher who has struggled to deal with them. Then he hits you with cutting observations about the state of education and how we can better it. And don’t think it’s all about tech – the teachers that saved him didn’t use tech; they cared. Of course in amongst all the anecdotes is some sage advice on how we can use tech to improve the learning along with changing the environment and, above all, the relationships.

Take the time to watch this – it deserves more than the 654 views it has at time of writing. (Video and sound quality isn’t perfect but bear with it). If you want a quicker introduction to Honeycutt than this 45 minute video, try the one below. Similar message in less time but not as inspirational.

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Jun 09

In my role as Maths Leader in Grades 5/6, I have many opportunities to work with groups of children in both Grade levels. Sometimes I find it hard to report back to the classroom teachers what learning took place during my lessons with their students. This year I have increasingly turned to Padlet, a collaborative, interactive Online Board, to record the teaching and learning experiences I facilitate. Here I share my lesson documentation through an embedded link to my Volume Padlet (note: Padlet needs the latest version of IE, Chrome, Firefox or Safari to view and use)

My basic use of Padlet follows this structure:

  • I post the outline of Tasks to be attempted during the lesson.
  • I add the initial image resources and models/examples that are needed for the task.
  • Students scan the Padlet-created QR Code to quickly open up the Padlet on their iPads.
  • The students start working on the task as outlined by the instructions on the Padlet and begin recording their responses. With the online Padlet wall visible to everyone on the iWB, students can start responding to what others are recording and as a teacher I can monitor from anywhere in the room or on my iPad and identify students to support or extend.
  • I pause during and after each task and invite students to share their responses. As they are already recorded on the shared Padlet, no time is wasted waiting for them to rewrite their work. As a class we can utilise all the time on collaborating, sharing, discussing and questioning.
  • If tasks involve using physical or digital resources, the students can quickly post screenshots, photos or images straight onto the Padlet wall on their iPads or laptops. Using a range of familiar iPad apps, children can record and/or annotate their working out and post it straight to the wall.
  • At ant time during the lesson, with constant access to all of the work being done by the students through the visible workspace on the iWB, I can reconnect with the students and offer feedback, teaching support or ask questions to call on children to explain their learning.
  • When the students leave me, I can immediately post the Padlet wall with all of the students’ learning documented onto their class blogs for their teachers and parents to view.

This particular lesson, embedded below, began with students viewing four rectangular prisms of varying dimensions. The students were asked to order the objects from largest to smallest and justify their decisions. In a traditional classroom setting, a teacher may call on 3-4 students to share their opinions and move on without having a true indication of the other students’ understanding. In using Padlet, I have an easily accessible, permanent record of all of the students’ understanding of volume concepts.

TASK 1

TASK 1

The next task was to verify their conjectures by calculating the volumes of each prism. This particular group of students were high achievers and needed little assistance in calculating the volumes ( the LxWxH formula was not the focus of the lesson, anyway but with a second group of students, I needed to do some revision and monitor progress). They were asked to record their working out directly to Padlet, with the option of recording the detailed calculations on Explain Everything and posting screenshots of the work. This group were able to simply write their calculations directly into Padlet. This provided a record of their work for their teachers to see later and was also a way for me to view their capabilities on screen in case I needed to assist. This was not needed with this group, but with the second group I was able to identify students with gaps in their learning simply by viewing their work on the Padlet wall.( At no stage did any student notice what others were doing – they were engaged in their own work.) What was also good to see was the variety of ways students calculated the volumes in terms of selecting which numbers to multiply first. This initiated a discussion about factors and the commutative/associative laws for multiplication. With all possible combinations visible rather than the 3-4 examples that would have been shared in a traditional setting, we were able to enhance the understanding of the range of dimensions that can result in the same volume. This also allowed them to refer back to their initial misconceptions of volume ( taller is bigger, etc) and led to a quicker transition into the final task.

TASK 2

TASK 2

Now that they had come to the realisation that there are many ways to construct a box of the same volume, we moved onto the final task which was constructing prisms of varying dimensions that would make a volume of 72 cubic units. At this point, they were introduced to an already completed example of the final product I was expecting of them ( which was already embedded on the Padlet wall, but out of view until needed) and the iPad apps available for the task – Think 3D and Skitch. They were also given the option of using physical blocks if they preferred a more tactile method. The simplicity of the apps required little instruction and the students were quick to start experimenting, further developing their understanding of the Volume formula by constructing rather than just calculating. The idea of factors were utlilised as they constructed layers based on the factors of 72. Again, with the use of the Padlet wall, students were able to post their annotated ( using Skitch)  constructions directly on to the wall, providing a record of their work that can be accessed in the future. Seeing other students’ constructions on the wall enabled students to consider other possibilities and further built on their understanding of different dimensions, same volume, which they were then able to reflect on later when the wall was embedded on their class blog. Having the lesson documented on line means that students also have the opportunity to add to the wall later on at home and explain their work to their parents.

TASK 3

TASK 3

I see many benefits in this process of documenting the learning and not just in Mathematics.

  • In this new era of collaborative teaching, it’s a great way of recording a lesson for other members of the team to view.
  • As a Maths leader/mentor, it’s a useful way of modelling a lesson for teams to discuss.
  • For students, it gives them access to previous learning that they can revisit at different times of the year to review/revise and support their learning
  • For assessment purposes, it can provide a record of the different stages of learning that took place during a lesson or series of lessons.
  • the use of Padlet itself opens up personalised access for students to work at their own pace ( not evident in this lesson as it was more of a guided lesson rather than an independent task)

This week, I was involved in a school based ICT Conference at my own school, during which several teachers led workshops on various ICT tools and practices. I presented this lesson structure and use of Padlet to the staff and they saw great possibilities. I am going to continue to develop a range of learning experiences using this documenting method. I see it having great benefits in enhancing the learning at our school.

Below is the whole Padlet wall as developed during this lesson. (If it is not displaying, it is likely you are running an old version of IE, as mentioned above)

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May 05

Over the last few years, I’ve been looking for ways to make interactive whiteboards actually interactive. Despite the hype around them, iWBs still promote stand at the front content delivery and the interactivity is limited to the two students/teachers holding the pens. Everyone else is still pretty much a passive observer with regular doses of disengagement. With the recent creation of iPad mirroring software like AirServer and Reflector, the whiteboard has become more interactive with the ability to project multiple iPad screens onto the board. This is still a limited solution as only so many iPads can fir on one screen. In recent times, though there has been a proliferation of Web 2.0 collaborative tools that have the potential for full class interaction. My favourite at the moment is Padlet.

Formerly known as WallWisher, Padlet started out as an online pinboard where unlimited users could post notes on topics being discussed en masse. It allowed for everyone to have a voice in a discussion and provided teachers opportunities to save and store brainstorming and discussion sessions online for later review. As WallWisher, though, that’s where its functionality ended. It was pretty much an unlimited post-it note space ( correct me if I’m wrong – it may have allowed for some media posting. I can’t remember). Now, with a major upgrade and name change, Padlet has morphed into a full blown online interactive whiteboard, collaboration, presentation, lesson management system with massive possibilities for teaching and learning. Before demonstrating how I have used Padlet in the classroom in ways I couldn’t have in the past, I’ll give you a quick(ish) tutorial in how it works.

Access.

One of the benefits of Padlet is that it doesn’t require registration if you just want to create a board for quick use. You simply go to the website, click on the Build a Wall icon and create a wall for immediate use. I would recommend teachers create an account, though so you can store all of your created walls for repeated use. Students never need to create an account so the Under 13s can happily use this tool without any fear of breaking any user policies (as long as you ensure they don’t reveal any personal info!)

Padlet has a wide array of sharing tools to make your wall accessible. Check out the screenshot (left) for more detail. You can embed it into a blog, where it is fully active within, email a link or subscribe to it, post it to a number of popular social network sites and my favourite – create a QR code for instant access with a QR Code Reader app. In all my lessons using it this year, I have saved a lot of login time having the QR code in the room for students to scan and go straight to the wall on the school iPads. They are now around their classrooms so they can return any time.

It is best used on a computer for full access to all features but, other than attaching files, works very well on iPads and, I assume, other tablets.

Creating a Padlet Wall.

In creating a wall, you have options to add a background, a title and title image, modify privacy setting. choose between two layout options, create a custom website address and choose notification options. This can all be done within minutes before sharing the wall for others to interact with.

Modify address Add background  Privacy
   
 Layout  Notification  Title

Adding content

Padlet is extremely easy to use. Just simply double tap the screen and the multimedia note appears. The screenshot below shows how it works.

That’s pretty much it. The true value is in what we do with the app. Below are two walls I have created in the last fortnight. The first is a Maths lesson involving surface area, volume and algebraic thinking with my Extension group.

I created the  3D ‘sculptures’ using the Think 3D Free iPad app, took screenshots and imported the shapes straight into the wall. Titles and information was added easily. I then added the problem to solve and added a screenshot of a table to support the problem solving phase of the lesson.

To begin the lesson, the students scanned the QR Code with iPads to go straight to the page. Having direct access to the problem through Padlet rather than looking at a screen from a distance had the students engaged from the start. They were able to get straight down to working at their own pace in tackling the problem. The benefit of Padlet was soon apparent as each pair of students were given one sculpture to find the volume and surface area of. As soon as they had the answer, they were able to add their results to the Padlet wall for the rest of the students to access. This is in contrast to having to wait for everyone to finish and add to the board in a traditional sense. Let me note here that the measurement aspect was not the main focus of the lesson so quick calculation and sharing was important.

Once all the measurements were shared on the Padlet wall, the students were ready to create their tables to start looking for patterns in the pricing. The rest of the lesson wasn’t dependent on Padlet from this point but its next benefit was in collecting the students’ work to feed back to their classroom teachers. Having all of their working out, answers, collaborations, tables ( not all on there at the moment – still a work in progress) collated in Padlet means the teachers have access to what they did with me. On top of that, the students were able to embed their work on to their personal blogs for their parents to see what they were doing.

The second example below was used for an Inquiry workshop focusing on Asian Immigration to Australia. Over five sessions, all of the Grade 6 students worked with me using this wall. I wanted them to have access to a range of data that I hoped would generate questions and discussions. As I was not going to have a consistent role in the rest of their Immigration investigations, I wanted to use a tool that could collect all of their wonderings that their classroom teachers could access during the ensuing weeks to develop further. Padlet supported this greatly.

I was able to take screenshots of graphs I made in Excel and add them to the wall. A great feature of Padlet is that you can resize your content to fit in a small area for an overall view but by simply tapping the image, it enlarges to full size for easy view. This allowed the students to see the graphs in detail in their own time if they wanted to go back to make their own observations. This is in contrast to having a single view on a whiteboard that can become inaccessible to children working at their own pace.

As you can see from the wall, the students were able to add all of their observations and questions directly on the wall. Note that as the wall filled, dragging a comment to the edge of the wall created more space for as many comments as they could add. This is a stark improvement on the limited access they get when they have to share real post it notes or a limited sized sheet of paper or take turns to add their thoughts. Using Padlet allows the students to be fully involved in the thinking process at all times. The follow up to this is that common questions can be grouped together on the Padlet wall adding to the collaborative process.

What I have also achieved in building this wall is pooling together a large number of resources in one easily accessible online space. The graphs, the videos, the PDF documents are all stored in a common place and can be viewed at full size at any time. The QR codes are sitting on the classroom walls, allowing the students to access this information at any time.

In using Padlet in both of these lessons, I loved that the students had personal access to info at all times, were able to contribute to the wall at their own pace and could view what others were contributing in real time. At the teacher level, I loved being able to collate all of the resources in one space, resources that can be enlarged for useful viewing when needed. I love that in a collaborative teaching environment, I can collect student group work to share with their classroom teachers. I love that I can now have a truly interactive whiteboard that keeps all students involved in the learning process.

These are two examples but Padlet offers many opportunities for engaging teaching and learning across all curriculum areas. If you have used Padlet, I would love to hear about what you have used it for. If you haven’t tried it before, give it a try. Easy to use, many possibilities.

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Apr 28


The two above images are good examples of purposeful thinking about iPad usage in schools.

One, a screenshot of an oft-used tool known as iPad As.. by edtechteacher.org, focuses on what the iPad can be used for and provides links to various apps that can be utilised for those functions. It goes without saying that it is a very useful website for schools thinking about iPads. It provides nutshell explanations of a number of apps that relate to each iPad as… category as well as pricing. It’s a good introduction into the functionality of the iPad that counteracts the misconception of iPad as consumption NOt creation tool.

The other, The Padagogy Wheel, is one of many variations on applying Bloom’s Taxonomy of skills to iPad apps. It develops from the general learning action verbs/skills we want our students to acquire to technology based activities that relate to these skills and finally to a selection of apps that can support this development.

Both tools have supported my reflection on iPad use in school and are worth checking out in detail. Having said that, though, I feel they both fall short in what is needed as a resource for implementing iPads in education. iPad as… does a good job at presenting uses for iPads in school – what they can be used for – but doesn’t really provide depth about the skill development that can arise from their use. It’s still action/activity emphasis rather than pedagogical/learning emphasis. It’s great to know that you can create videos, and it describes what the app can do,  but how will this improve learning and what learning will it improve is also a priority iPad schools need to address. I think it also pigeon-holes apps as one trick ponies – I’d like to emphasise the apps that can be used to develop many skills.

The Padagogy Wheel provides many links between skills and tech activities but doesn’t really address what iPad apps address which skills and activities specifically other than lumping them into a particular category. It too, tends to classify the apps as one trick pony options rather than seeing them as multiple category options.

Don’t get me wrong, I think both are great tools but there is room for improvement in creating a tool for supporting time poor iPads in Schools implementers in planning, selecting, justifying and integrating iPad apps in education.

Which leads me to attempt a herculean task… I’m going to try to blend the best of both of these resources and address the short falls I have mentioned by creating my own resource. But it’s going to be a work in progress for a while and I hope to get support from Mr G Online followers, subscribers, users and casual visitors.

I’ve started creating a table of important skills, some derived from the Padagogy Wheel, and actions, some derived from iPad As… What I am planning to highlight is that there are many apps that can be use for many purposes and for developing many skills. For example, I have already added “Explain Everything” to 9 categories as I see it as a multifunctional app and one worth its price because of the educational benefits it provides. Over the coming months I plan to add text descriptions to each category to explain how the apps listed address the skill or action they have been linked to and may also link them to other online sources that show them in action. I’ll also provide direct links to the App Store, as I always do on this blog when I mention apps so you can check them out yourself if you want.

Now this sounds like a big task and it is. So I do need some help. What do I want from you? Anything you can give. Just add them to the comments of this post.

  • Examples of apps that help to develop specific skills
  • Additional skills I haven’t listed here
  • Examples of apps that are multifunctional.
  • Explanations of good pedagogical practice with apps. Don’t worry, all credit will go to you when I include your suggestions.
  • Links to blog posts, websites, Youtube tutorials, open wikis, nings etc that promote good practice that I can link to from here.
  • Examples on add ons like bookmarklets for curation sites, websites that work well with iPads ( Flash-free) that can still be categorised under these headings for iPad use.
  • Spread the word regularly through Twitter, Facebook, Curation sites like Pinterest and Scoop-It to keep educators coming back.
This post will look messy for a while as new ideas get added. A blog may not be the best storage place for it in the long run. If I actually get the support – and it’s likely I won’t – and it grows I will probably move it to a separate website for better functionality. It may well be better as a wiki but  I didn’t want to move away from Mr G Online unless I needed. For easy access in the meantime, I will add this post to my main menu at the top of the blog so you can come back to check revisions. I will be planning weekly updates at least, more if I get regular contributions I can just copy and paste in from the comments.
I really hope I can get this off the ground. From reading so many blog articles, I can see there is a huge need for clarity in using tech like iPads. If you have been a regular reader of Mr G Online, you would know I am a big proponent of Pedagogy before Technology. That’s why I want iPurpose before iPad. Hope to hear from some of you soon.

 

IPAD AS VIDEO CREATION IPAD AS AUDIO RECORDING

iMovie Pinnacle Studio VideoScribe HD iStopMotion GarageBand  TagPad  Evernote  Notability

Explain Everything Art Maker Animation Desk iMotion HD AudioBoo
 Whether creating live action videos with iMovie and Pinnacle Studio, animated stories with iStopMotion, Animation Desk and iMotion HD or how to tutorials with Explain Everything, the iPad is a great tool for video creation. Creating videos with these apps develops organisation and planning skills, supports story telling skills in non writers and enhances creativity and problem solving in many ways.
 IPAD AS BOOK PUBLISHER  IPAD AS DIGITAL STORYTELLING
StoryWheel
Book Creator Creative Book Builder StoryWheel    Sonic Pics Explain Everything Toontastic Storify
Video Scribe HD
Providing opportunities for authentic writing with a real audience outside the classroom, publishing real books using the iPad can improve motivation and actual writing skills. With sufficient access, tech based writing can employ the editing capabilities to encourage children to write without worrying about rewriting from scratch. With the real possibility of publishing books online or in the iBookstore for others to read, children will be encouraged to put more effort into editing and improving their written work. The possibilities for multimedia additions allows for more creativit There are more ways of telling stories these days than text and pictures. Some students have stories inside them that don’t get shared because of a lack of writing ability. Let’s give them opportunities to tell stories orally until they are ready to write so that they can develop their imaginations and story telling for when they are ready to write. These apps all allow for alternatives to traditional writing texts, either through combining audio and images seamlessly in a variety of formats
 IPAD AS GRAPHIC NOVEL CREATOR   IPAD AS READING SUPPORT
 Strip Designer Comic Life     Book Creator iPrompter Creative Book Builder iBooks
Explain Everything
Creating stories with audio, highlighted annotations, vocabulary support through linked dictionaries, scrolling screens provides support for students who lack reading skills. Getting children to record themselves reading gives them feedback on their progress as well as support for independent practice.
 IPAD AS COLLABORATION TOOL  IPAD AS PRESENTATION TOOL
Edmodo VoiceThread Skype Evernote Keynote  VideoScribe  Haiku Deck   VoiceThread
Instapaper Whiteboard Popplet Comic Life  Explain Everything  Skitch   iPrompter
  IPAD AS A WRITING TOOL  IPAD AS BRAINSTORMING TOOL
Comic Life  Writing Prompts SpellBoard Tap Dictionary iMind Map 3D  Popplet  Skitch Inspiration Maps Lite
Notability
Notability Whiteboard
  IPAD AS INFORMATION COLLECTOR  IPAD AS INFORMATION MANAGER/ORGANISER
 
 Evernote Edmodo   PollDaddy Socrative   EverNote  Edmodo Pinterest  Instapaper
Notability
Notability  Notability
 IPAD AS NOTE TAKER  IPAD AS PROBLEM SOLVER
 Notability Hopscotch
 Skitch  Evernote  Notability    Wolfram Alpha Numbers  Hopscotch
 IPAD AS GRAPHING TOOL  IPAD AS RESEARCH TOOL
Wikinodes Notability
 Numbers  Wolfram Alpha  Doodle Buddy    Wolfram Alpha PollDaddy  WikiNodes Notability
 IPAD AS DATA COLLECTION TOOL  IPAD AS A ROLE PLAYING TOOL
 
Edmodo  PollDaddy   Socrative Numbers  Edmodo   Puppet Pals    
TagPad Evernote EasyTag
IPAD AS A CLASS MANAGEMENT TOOL IPAD AS AN ASSESSMENT TOOL
ClassDojo  Notability
Edmodo  Socrative   ClassDojo   Explain Everything   Edmodo Socrative  Notability 
IPAD AS A MAPPING TOOL IPAD AS A CALCULATING TOOL
Screen Shot 2013-04-23 at 8.32.29 PM   
Routes Explain Everything Skitch Geocaching Numbers Wolfram Alpha MyScript Calculator
MyMapsEditor
My Maps Editor
IPAD AS DEMONSTRATION TOOL IPAD AS COMMUNICATION TOOL
Skitch Explain Everything  Skype    Edmodo  Skype
IPAD AS AN ARTISTIC TOOL IPAD AS A DESIGNING TOOL
ArtRage Garageband Snapseed RoomPlanner
ArtRage GarageBand  Snapseed iStopMotion Skitch  Explain Everything   RoomPlanner iDraw
Phoster ScrapPad
IPAD AS AN EXPERIMENTING TOOL IPAD AS A DEBATING TOOL
Hopscotch  
Explain Everything   Numbers Hopscotch     Edmodo  VoiceThread Skype  iPrompter 

 

 

 

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Apr 20

After viewing my post on the benefits of FileBrowser, one of my Twitter colleagues alerted me to an app I had not heard of with similar functionality – Instashare. After downloading and checking it out, I thought I would do a quick tutorial and review on Mr G Online as I think, with future planned updates, this app will become a useful addition to the educational setting of iPads I blog about most frequently.

In a nutshell, Instashare is both an iOS app  and Mac application that uses a very simple drag and drop interface to transfer photos, videos and supported files from one iOS device to another with absolutely no set up required other than downloading the app onto your device. Here is the Product Description straight from the App Store.

SIMPLE FILE SHARING
You don’t need to be tech-savvy to share files.

WORKS WITHOUT INTERNET
You don’t need to be connected to internet, just use local wi-fi or Bluetooth to transfer file.

SIMPLE TO USE
No need to pair devices or setup transfer. Designed for quick and easy file sharing.

NO REGISTRATION
Just open app and start sharing files, no need to enter email or passwords.

NO FILE TYPE LIMITS
You can transfer any file type, no restrictions. MP3, images, pdf, presentation and way more.

DOWNLOAD FOR FREE!
Mac version available from instashareapp.com

What the app does, it does very well. Here is a short video that shows how it operates ( no commentary included)

I’ll describe here what is happening in the video. Basically, you open the app on your iOS device ( in this case, the iPad) and any device that has the app open ( the app does need to be open – it doesn’t work in the background), will appear on the screen. You then simply select the file to transfer, drag it to the desired device and it will transfer over to that device, be it Mac computer, iPhone, iPod Touch or iPad ( from reading Twitter updates, an Android version may have just been released).

What you will notice on the video is that the first transfer I attempted failed. This was because the app on the other device, the first time you use it, brings up a dialog box to accept the file. If this is not allowed, the transfer will not take place. You have the option of Allow or ALWAYS Allow.

On my own devices, I chose ALWAYS Allow so I don’t have to continue to accept the transfer manually, particularly if I am not next to the computer I want to transfer to. Now, when I drag and drop to the my devices, it happens automatically.

On the iPad, there is enough screen space to drag over to the device. On the iPhone, when you drag the file, the screen switches automatically to the target device.

The drag and drop interface is definitely an improvement on the FileBrowser interface and the direct transfer between iOS devices will come in handy when a student wants to submit a file to the teacher if they both have iPads.

From other apps, Instashare is one of the choices in the OPen in Another App… option so you can quickly transfer a Pages document, a file from the DropBox or Google Drive  app as an example. Also, it is free, unlike FileBrowser.

Instashare, however, still has some major flaws that will keep me using FileBrowser. Having said that, the developer has informed me that some of these deficiencies have been addressed in an update awaiting review in the App Store.

  1. At present, you can only drag and drop one file at a time. This is fine if an individual student wants to send a single file to a teacher, but if you want to transfer 30 photos over to your computer, one at a time is not functional. This is apparently addressed in the next update, although I don’t know if there is a limit. FileBrowser has not limit.
  2. As of publishing this post, the required app needed to be installed on the computer side is Mac only. ( and it won’t work unless you download and install that Mac application, which has to stay open.) There are plans for other systems but at present, with the fast majority of schools being PC, this precludes its use beyond iOS device to iOS device transfer. FileBrowser, on the other hand, can connect to any networked computer and you do not have to install any related software for it to work.
  3. On the computer side, you have to designate a target folder that all transfers download to. You then have to manually transfer to other folders on the computer. FileBrowser allows you to browse to any folder and also allows you to create new folders direct from the app, meaning you do not have to have any access to the computer at all. You can also rename the file.
  4. It’s only a one way transfer service – from one device to the other. Yes, you can transfer from Mac to iPad by the simple drag and drop but you have to have access to the computer. With FileBrowser, you have control over both sides directly from the app, again not requiring physical access to the computer.

Despite these criticisms, I really like the app. If the next update brings in multi-file transfer, I’ll find myself using it a lot because of the drag and drop interface and the direct iOS to iOS option. The Bluetooth transfer can bypass issues on days when the school WiFi is in meltdown as well. Until it allows PC access and the ability to browse folders, though, I’ll be sticking with my very reliable and useful FileBrowser app. But with improvements to come in future updates, Instashare will become a serious rival to FileBrowser and other network apps.

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