Over the past few months I have read via Facebook and email stories of teachers who were quite adept with their interactive whiteboard being moved through layoffs to schools where they no longer had this equipment.  Mainily for financial reasons, these techers will likely not have a replacement board at least for the next few years.  However, many of these teachers have begun using iPads as IWB substitutes…and they are not alone. Considering, their lower price point and flexibility as a wireless, multi-featured tool, iPads can make farily strong replacements for interactive lessons.  Where do you begin?

iPad-based interactive whiteboard apps tend to fall into two categories:

• Computer-Based Apps that allow users to remotely control their computers including interactive whiteboard software
• iPad-Based Apps that turn your iPad into an interactive whiteboard. Many of the iPad-based apps also have tools for quickly recording and disseminating short videos of the multimedia lesson and often their free.  When students use these apps they can make for great alternative assessments.

Computer-Based Apps

The apps below can be used to wirelessly control your computer.  This will effectively turn your iPad into a wireless slate, but you will have an image displayed on your iPad that looks just like the one on your computer screen.  Each of the apps requires a wirless connection in your classroom

Splashtop Remote Desktop ($4.99)

Splashtop Remote Desktop allows users to wirelessly stream their computer to their iPad.  With this tool teachers and students can interact with a computer and any software installed on that computer through the iPad.  Classrooms that have access to software such as ActivInspire, use Splashtop and an iPad as a wireless slate, allowing teachers and students to interact from the software from any location in the classroom.

Splashtop Whiteboard ($19.99)

Teachers who do not have a licence for interactive whiteboard software, such as ActivInspire, might consider checking out Splashtop Whiteboard.  This app is similar to Splashtop Remote Desktop, but also provides traditional interactive whiteboard tools including pens, highlighters, and other annotation tools.

Doceri Remote (Free App+$50 Desktop Application)

Doceri is Splashtop’s major competitor.  The iPad app, Doceri Remote, is free, but you will also need the Doceri Desktop for your teacher computer.  This software is $50, but has a free 30-day trial so that you can test it out before buying. I know of one teacher who discovered Doceri this summer and absolutely loves it.  Personally, I have used both Doceri and Splashtop and have not seen major differences.  However, reading through the Doceri website and customer feedback in iTunes, it sounds like purchasing the $39 Doceri GoodPoint Stylus may be worth the investment because it helps users draw finer lines and have more precision in their control of objects.  Additionally, you can rest your hand on the iPad. If there is one complaint I hear regularly about all of these applications its that teachers find it tough to have the same precise movements they did with an interactive whiteboard.

iPad-Based Apps

The apps below can be easily installed on any iPad, whether its used by teachers or students.  Teachers can use these tools to create short video lessons, while students can use them to demonstrate their thinking and as an alternative assessment.  Personally, these are my favorite type of iPad apps because due to their low price you can easily put them on every single student iPad.

Educreations (Free)

When users launch the Educreations app, they are presented with a blank whiteboard where they can easily add images and annotations through a pen tool with a variety of colors.  This particular app also allows users to record their presentation.  The app will capture audio, along with what is happening on the iPad screen.  A nice feature of this app over ShowMe and ScreenChomp is that users can add and delete images, as well as manipulate them during their recording. Once complete, the recordings can be shared via email, Facebook, or Twitter.

Show Me Interative Whiteboard (Free)

ShowMe is a great app for teachers or students to use when recording a presentation.  For example, in a 5th grade math class a teacher might ask students to solve a problem and share their solution with her by recording a short video and sending it to her.  As part of the demonstation students can use the annotation tools and insert images.

ScreenChomp (Free)

ScreenChomp is very similar to ShowMe, but has a monster interface that is attractive for elementary students.  This particular app is produced by TechSmith, so if you are familar with Jing, then chances are you will also be comfortable with ScreenChomp.

Photo: Screenshot from the Educreations Website

Another great article from: JoeWoodOnline.com

iPad Interactive Whiteboard

Related posts:

1. Can I Trade the iPads for Chromebooks?
2. Choosing the Right Tool Part 2 – iDevices
3. Choosing the Right Tool Part 3 – Chromebooks

Tomorrow is the first annual Digital Learning Day sponsored by the Alliance for Excellent Education.  Numerous national, state, and local organizations have joined to celebrate this day of 21st Century learning through a variety of events across the country.  Should you be in the Sacramento area tomorrow afternoon and evening, consider stopping by the Capitol Plaza Holiday Inn.  From 4-6:30pm students and teachers from all over California will be sharing their use of digital learning tools along the theme of “Writing Our Future: A Celebration of Students’ Digital Learning & Writing.”  This event, organized by the California Writing Project, will consist of 21 table top sessions where students and teachers will provide community members, educators, and elected officials a look into their digital leanring lives.  The topics are divers and include the following sessions:

• iPads as a Tool for Learning Mandarin Langauge & Culture
• Creating Digital Media Using the iPod Touch
• Celebrating Writing in Science
• Bringing English Classes into the Facebook Era
• Using Wikis to Create an Interactive Periodic Table
• Connecting Students via Edmodo
• Content Area Writing with Google Earth
• Empowering Student Writers through Video
• Student Blogging

For more information about the event, stop by the California Writing Project’s Digital Learning Day website.  There you will also find a preliminary program with more in-depth descriptions of the sessions.  And naturally, you need to stop by the Google Earth table!

Joe

Another great article from: JoeWoodOnline.com

Students Speak on Digital Learning Day

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Almost every day I’m asked, “What apps should I install on my iPad?”  Personally, I hate app lists.  There are hundreds of great apps out there and what I would recommend for one classroom or teacher I might not recommend for another.  That being said, I also understand each of us need a place to start when beginning our own iPad journeys.  The App Store can be completely overwhelming.

So, based upon my experience the past few months working with a couple of iPad projects, here is where I would begin, but realize you’re on an app journey and you should always continue looking.  Please note, I am biased towards teachers and students regularly producing digital multimedia text and my app list reflects that.  Also, I believe you get what you pay for.  There are some great free apps out there, but often to do the really “cool stuff” you’re going to need to pay a few bucks.  And honestly, you’ve already spent $499 or more for an iPad…why are you going cheap on the apps?  Most of these apps are less than the price of a fancy Starbucks drink…which speaking of Starbucks did you know they have a free App of the Week each week?  For each of the apps with a fee, the first number is their retail cost, the second is the Volume Purchase price if you’re buying 20 or more copies.

1. Creative Book Builder ($3.99/$1.99)

There are a few different ebook creation apps out there, but Creative Book Builder is my favorite.  For just a few bucks you or your students could be constructing digital texts that make use of text, images, audio, video, and weblinks.  Once completed, these books are then read in iBooks and can be easily shared between devices.  Creative Book Builder is a fantastic tool for Writing Workshop or any content-area writing.  As a science teacher, I could easily see this app being used to construct digital lab reports or as multimedia summaries of concepts.

2. Skitch (Free)

I’m always on the look out for great alternative assessment tools.  With Skitch, users can easily snap a picture and annotate it with text, shapes, or drawings.  In class students could use this tool to demonstrate their understanding of a particular concept, such as magnetism, Newton’s Laws, or Bernoulli’s principle.

3. iMovie ($4.99/$2.49)

When I taught in a 1:1 Macbook classroom I loved using iMovie, but I always ran into two problems – cameras and software training. iMovie on the computer is great, but it requires some training and we never had enough cameras.  Well, every iPad has a camera (actually two of them) and iMovie for iPad is much simpler than iMovie for the Mac. Some might complain about the iPad version’s lack of features, but I personally kind of like it.  Students can’t get lost in all of the options and tools…and we can get back to instruction.

4. iWork ($9.99/$4.99 for each app)

An iPad is NOT a laptop.  However, you might find it handy to have a word processor, presentation tool, or spreadsheet creator.  There are many options for the iPad in this arena, but I find the iWork suite to be the easiest to use.  This suite actually consists of three apps – Keynote, Pages, and Numbers.  If you can’t afford all three just get Pages and Keynote. How often do you need to create a spreadsheet?

5.  ShowMe Interactive Whiteboard (Free)

Similar to Sktich, ShowMe is also a great alternative assessment tool.  ShowMe allows users to record themselves annotating pictures or writing on a blank whiteboard.  The app records not only what you are doing on your iPad, but your voice as well.  I’ve seen a couple of classrooms where students use this app to demonstrate their knowledge of a particular math concept.  ScreenChomp is a similar app that also works well and has a cute monster theme elementary students like.

6. Sonic Pics ($2.99/$1.49)

For those of you who are Windows users, chances are you’ve played with Photostory.  Sonic Pics is basically Photostory for the iPad, but its even easier to use.  There used to be a free version that limited you to three pictures, but I learned today that its no longer available.

7. Comic Life for iPad ($4.99/$2.49)

In my former 1:1 Macbook classroom Comic Life was the backbone of much of our work.  Students would explain the parts of an atom, Newton’s Laws, or the structure of DNA all using Comic Life.  We never really used it for its original intention – designing comic books, but I have observed a few teachers using Comic Life with their students to publish feature articles in Writing Workshop.  Comic Life for the iPad is just that…Comic Life on your iPad.  Its easy to use…and who doesn’t love the fun noises it makes?  :-)

Mentor Texts

Well, if you’re going to be doing some digital writing, you should be doing some digital reading too.

8. Flipboard (Free)

There are a couple of different online news readers, but Flipboard is still my favorite.  Through this app you can subscribe to a variety of online feeds organized by topic, as well as feeds from specific blogs or websites.  Personally, I don’t let a day pass without reading my Tech, Apps, Green Tech, and Automotive feeds.  I also like using Flipboard to read some of my favorite blogs including MindShift and SimplyReciples.

9. iBooks (Free-ish)

The iBooks app is free, but the books in it often have a price.  However, if you’re reading books published before 1923 (books that are in the Public Domain), chances are you can find a free copy through iBooks.  Additionally, now you can also purchase textbooks through iBooks.

10. iTunes U (Free)

iTunes U used to be part of the iTunes app, but now it has its own app.  Through this resource users can find educational videos from K-12, university, and non-profit institutions on a variety of topics. While you’re looking for educational videos, you should also check out the TED app.

+1 – Your Local Newspaper

Chances are your local newspaper has an app.  Take a look in the App Store. Even if they don’t, you can always just turn their website into a bookmark on your Home Screen.  Once you have done this, your local newspaper will effectively become an app and you will always be able to check out your community’s news.  Most importantly, you’ll help to keep your local reporters employed!

Photo: Student iPad 25 by Flickingerbrad on Flickr

Another great article from: JoeWoodOnline.com

10+1 Apps for Digital Reading & Writing

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As many of you know, back in November I wrote a post about the simultaneous implementation of Chromebooks and iPads at one of our school sites.  Just as I mentioned in that post, there was never an intent for a comparison to develop between these two tools.  In my district we recognize that one size does not fit all and provide opportunities for school sites to utilize the tools that make most sense for their instructional goals. Quite by accident the year began with these simultaneous projects and initially the iPad teachers, very frustrated by the setup and management of their hardware, were ready to trade in their iPads for Chromebooks. It’s been a few months and I have spent time working with and talking to both the teachers and their students.  I thought it was time for an update

Trading In?

Let’s start with the most obvious question – do they still want to trade in the iPads?  No, they don’t.  Actually, they’ve grown to quite love them.  Similar to what many other teachers and school districts have discovered, iPads are great tools for both differentiating instruction and producing content.  At our last collaboration meeting each of the iPad teachers shared powerful stories of students using the devices in new and powerful ways to review content and demonstrate their thinking. Second and third graders created narrated photo shows using SonicPics Lite and a group of EL students wrote interactive ebooks using Creative Book Builder that they shared with their families. All of us (the teachers and me) keep hoping that one day Google Apps, as a powerful collaboration tool, will work successfully on the iPads.

Set Up & Deployment

Since we provided the iPads to this particular school site, we’ve learned a few things about deploying iPads so that they roll out ready for success thanks to a brilliant local Apple engineer and the greater iPad education community (especially Canby School District in Oregon).  First of all, through the use of iPhone Configuration Utility and XCode we now deploy all iPads and iPod Touches completely set up and updated with the latest operating system (iOS 5.0.1).  We also now use XCode to help our classrooms running iOS 4.3.5 update to 5.0.1  XCode’s biggest advantage is that you can update a cart of iPads in about two hours, compared with the  8-10 hours it could easily take through iTunes.  During that 2 hours, the computer is doing all of the work without any input from a human being. Secondly, we’re learning that our iPads really need to deploy with a core set of apps.  We’re still working on the exact list, but in the future a cart of iPads will not show up at a school site until it has been completely set up and has a few applications preinstalled.  We also recently discovered a mechanism for pushing out all future apps directly to the devices through JAMF’s Casper Suite.

Management through iTunes

I’ll admit it.  If you want all of your iPads to look exactly the same, management is a bit of pain.  There are some strategies for configuring the iPads ahead of time, but often you end up “touching” each iPad through iTunes to ensure they have all received the correct apps, video content, or photos.  However, as I’ve come to better understand iTunes and iPads I’m realizing that this is only a pain because we’re trying to make all the iPads look identical…and actually that’s a pretty old-school idea.  The power in iOS devices (iPads/iPod Touches) is that you can easily set them up through iTunes to be different.  Why does Jose’s iPad need to look just like Ivan’s? Granted, a teacher may want his students to have all of the same productivity apps, but the video, audio, and ebook content should customized to meet each student’s needs. As educators we’ve never really had that power before…and now through iTunes we do.  I also realize that part of why we insist on making iPads all look the same is that they are put on a cart and shared by numerous students throughout the school day.  But let’s remember, that has never been the intention of an iOS device.  When was the last time you shared your iPhone with multiple other users?

What about the Chromebooks?  

I’ve spent nearly this entire post writing only about the iPads, but you might also be wondering about the Chromebooks.  Well, the biggest surprise about the Chromebooks is how little technical support they need.  Our Support Desk still has not had a call.  I’ve had the opportunity to spend a few days in the classroom and every time I’m impressed by how little this technology seems to get in the way of instruction.  The class, 7th grade ELA and history, makes heavy use of Google Docs and online research tools.  Currently, they are in progress on their first multimedia project that will incorporate an online video editor, Glogster, and Wikispaces. Last week I actually interviewed the teacher and six students from the Chromebook classroom as part of our hardware evaluation plan.  Throughout the conversations three themes appeared very clearly – ease of use, simplicity, and personalization.  Each of the students talked about how much they appreciated the fact the Chromebook booted up quickly and provided them access to their own personalized interface.  They never had to worry about losing documents or “working on someone else’s messy Desktop.”  Also, since they were working through the Chrome OS, this interface could travel with them to any computer at home, school, or the library as long as it had the Chrome browser and internet access.

Access

As a final thought, there is one item to note.  Due to these two different (and never intendend for comparison) implementations, the iPads are being shared between students in different classes, while the Chromebook cart is in the classroom and available for use on a daily basis.  As one student during our interviews aptly stated, “What I love most is that I can count on it (the Chromebook) being there to help me learn every single day.”  And to me that is the biggest take away from working with this school site.  We can’t let ourselves be sidetracked by iPad vs. Chromebook,  iPad vs. Android, iPad vs. laptop debates.  Instead, we need to recognize that there is a place for all of these devices depending upon the instructional goals for the classroom or school site.   Our role is to help teachers use them effectively.

Joe

Another great article from: JoeWoodOnline.com

Update: Can I Trade the iPads for Chromebooks

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If you work in education did you notice anything different today? Does the world somehow feel new, changed, or slightly askew? Today was one of those days where things did in fact change. You may not have noticed it, but they did. Put a little star on your calendar and remark to yourself that today was in fact a date that in future years you will say, “I remember where I was sitting…”

Unless you have been living under a rock (or under a pile of work so large it feels like a rock), then you’ve probably heard something about an upcoming Apple announcement regarding textbooks. It happened this morning and it was a big deal. The world seemed to know it was big before it occurred. Even our local (and a little lost on timely events) news had a story on the predawn show.

Now, you might be thinking…”Why does this matter?” They’re textbooks…that’s not very thrilling. It matters because for the past few years many of us knew that digital textbooks were on the horizon. Kindles, Nooks, iPads, and Android devices are becoming increasingly more and more common. Kids (and their parents) are tired of 50 pound backpacks and all of us have experienced using outdated books as part of our learning materials. We also know that multimedia has the power to supplement text and images through the use of embedded presentations or interactive displays. However, there was one problem….there seemed to be no standard. To run a “digital textbook” what hardware do I need? Do I need wifi? Is it web-based? Will one operating system be better than another? How will we pay for the textbook or the device to utilize them?

While there still are many questions that remain to be answered, Apple’s announcement and their close work with national and international publishers is starting to cause the development of standards. As an 8th grade science teacher I think back to the lessons on planet or star formation when we talk about bits of dust and gas coalescing together and forming a mass – we’re at that point with digital textbooks.

So, what was the announcement?

Earlier this morning Apple announced the release of two different free tools to assist in the publication and dissemination of digital books – iBooks 2 and iBooks Author. This six minute video provides a great overview and is worth watching.

iBooks 2
Books 2 is actually an update to the iBooks app that allows users to purchase and download textbooks. Currently, the iBookstore contains eight high school level digital textbooks published by Pearson and McGraw-Hill, but Apple is working with Houghton-Mifflin, DK Learning, additional publishers to add more digital textbooks in the next few weeks. All of the textbooks in the iBookstore will be priced at $14.99 or less and contain text and images, as well as interactive features such as three-dimensional models and videos. Similar to apps, publishers will also be able to update their textbooks. Students or families will be able to purchase books directly or school sites can provide redemption codes to individual students. Apple is marketing the textbooks as resources that could be potentially owned by students, allowing them to easily add their own notes and highlighting. Now, naturally I wonder what this means common 5 year adoption models and compliance issues, such as the Willams Act in California. Once again, we’re only coalescing so far…questions still remain.

iBooks Author
The second tool Apple released today is a free computer-based application, iBooks Author, that can be installed on any computer running the latest Mac operating system, OSX Lion. With this tool anyone can easily produce digital textbooks that contain text, images, videos, and audio files. The creators can also add embeddable presentations and interactive widgets. Any book that is developed in iBooks Author can be published directly to the iBookstore or synced to iBooks on an iPad. Seriously, this is the tool that makes me giddy. Its free. Its easy to use and anyone can create a book! I said anyone! Teachers, students, parents, grandparents, families, friends. Granted, the focus of this blog is normally on educational tools, but iBook Author would also be a great application for creating and publishing your own cookbook, anthology, or baby book. Just imagine creating a baby book, incorporating text, audio, video, and images…and then giving everyone in the family a copy of this book at your child’s first birthday party. See? Game changer…So back to education…what does this all mean. Well, I think there are three areas where today’s announcement has fairly significant implications.

Future of Digital Texts
Since Apple is closely working with international textbook publishers, the textbooks currently available in the iBookstore shows were digital texts will be heading for current adoptions. Digital texts will be more than just a PDF or an interactive CD. They will be resources that provide curriculum materials through text, images, video, and interactive multimedia. Did I mention that anyone can produce one? To me this provides some standardization for open-source digital textbook initiatives, such as the one here in California.

Supplemental Resources
Through the use of iBooks Author, individual teachers, communities of educators, or districts will be able to easily construct digital texts to supplement or replace adopted materials. This will allow teachers to develop curriculum resources that could be easily customized to provide differentiated and personalized learning for all students. Similarly, through iBook Author departments could create multimedia training materials for staff members to utilize through the iBooks app.

Student Publishing
Since iBooks Author is a free download for all OSX Lion computers, districts can begin to make this a key component of their standard image. This would allow students to create and publish digital books that could become part of the school’s library or shared with other students and families at home. In districts, such as mine, iBook Author would directly support Writing Workshop and provide students a mechanism to publish multimodal texts for authentic audiences.

As I said at the beginning, things changed today. There are still many undiscovered and unanswered questions but our journey to digital textbooks and multimedia learning materials was forever altered by Apple’s announcement.

Joe

Another great article from: JoeWoodOnline.com

iBooks & iBook Author

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I started this collection of posts not because I think there is one perfect tool as much as I believe many educators aren’t sure how different devices can be effectively used for instruction.  Only a few years ago schools really didn’t have any technology options under $1000 to consider.  However, with the proliferation of netbooks, iPads, and Chromebooks we suddenly have a variety of tools with entry points as low as a few hundred dollars.  Assuming your school has the budget to consider any of these devices, what would be the best choice for your instructional goals?

Let’s start with the obvious, but often overlooked fact.  None of these devices are laptops.  Nearly every week I hear of schools interested in buying iPads/Chromebooks/netbooks because their “laptops are getting old and these are cheaper replacements.”  If cost is the only thing you have in mind please don’t purchase any technology.  Go back, review your instructional goals and look for models where technology will help you reach those goals.  If after identifying your goals and examining models you feel that your students would benefit most from a Macbook or its Windows equivalent please purchase one of those tools.  Anything less will likely be a complete disappointment and unused by your teachers and students. But before you click away assuming laptops are the perfect tool, take moment to consider what these other tools allow you to do.

Earlier this week I described the idea of using iPads, iPod Touches, and their Android brethren (“iDevices”) as personal learning devices.  A personal learning device is an individual, customized learning tool that allows teachers to easily differentiate and personalize student learning through the use of selected apps and multimedia content including videos, audio files, and digital texts.  This possibility alone makes these tools very interesting to me.  Take a moment to read the post if you haven’t already.

iDevices also allows for some content production, but they may struggle interacting with online tools including Google Docs, Wikispaces, WordPress, etc. without the addition of third-party apps. Additionally, these apps often don’t provide as robust of an experience as using the traditional website. For example, I have yet to find an app that will allow me to access Google Docs and simultaneously collaborate with another author similar to the Google Docs website interface.  Also, if I want to post to my blog with the WordPress app I really need to know HTML coding – there isn’t a WSYIWYG editor.

So, when might you consider using Chromebooks instead of  iOS or similar devices?  To me, this really comes down to two essential questions:

1. Do your students regularly publish online?
2. Do your students need to share devices (ex: you have one set of hardware that is used by multiple groups of students throughout the day)?

Publishing Online

An answer to the first question might take the form of developing class wikis, creating multimedia “scrapbook pages” with tools like Glogster, or creating and sharing documents with Google Docs.  More than likely your instructional model is focused on content-area writing or perhaps Writing Workshop.  Your students are digital writers publishing for an authentic audience inside and potentially outside of the classroom as a regular component to your teaching.

Essentially, a Chromebook is just a web-browser (Chrome) with a keyboard.  Nothing more…nothing less.  Initially, this scares a lot of people.  But don’t I need a disk drive?  Won’t I need to install additional software?  Don’t I need lots of storage space?  From observing in many classrooms, I find the answers to all three of these questions is often “No.”  My answer is based upon what I actually see being done with our current classroom technology when students are creating content.  In many classrooms students are wordprocessing (Word, Pages, Google Docs), creating presentations (Powerpoint, Keynote, Google Presentation, Prezi, Sliderocket), developing websites (Wikispaces, PBWiki, Google Sites), and creating multimedia stories (Voicethread, Glogster, Kerpoof, Google Maps).  Because of our addiction to comfort with Microsoft Office products the first two activities often involve Word and PowerPoint, but there are web-based alternatives that might actually be better in the long run.

One of my colleagues described the fear over the Chromebooks not having traditional hardware as the “Nissan Leaf effect.”  Most of us drive far less each day than the 60-100 miles range of an electric car, but we fear buying one because we might want to drive further.  If you think your instructional model could not function without the use of Scratch, iMovie, or Photostory then a Chromebook may not be the best tool for you.  However, if you find  your students can effectively demonstrate their learning and publish with online tools then perhaps you don’t need all that software.  From my experience, sometimes it just gets in the way.  Alan Levine has a nice collection of these online “story telling” tools at 50+ Web 2.0 Ways to Tell a Digital Story.

Sharing Devices

I have to admit, while Chromebooks do work well will for online content production, they even shine a little brighter on the second question.  Our Chromebooks are set up to work direclty with our district Google Apps for Edu implementation.  This means students log on to their Chromebooks with the same account information they use to access Google Apps.  The process looks like this:

1. Press the power button on the Chromebook (instantly turns on)
2. Type in your username and password
3. A second or two later each student has a Chrome web-browser they have uniquely configured

A Word of Caution

Chromebooks support Flash and HTML5, but do have one snafu.  They don’t support Java or Silverlight and based upon what is currently posted in many online forums and Google’s Chromebook FAQ page that will likely not happen.  There are a few sites as result that will not play well with Chromebooks so its worth taking a look at the websites you normally use with your students and identifying what software components they will need.  Personally, I find Java and Silverlight not to be tools I need on a daily basis, but you might find something different.

A few years ago, your choices in student technology really came down to one question – Mac or Windows?  Today we have many different choices, which can be both a blessing and a headache.  However by focusing hardware purchases on their support of effective, research-based, rigorous instruction, schools and teachers can select the most appropriate tools.  So, if when you look at your instructional model you find that most of your technology work will be focused on students creating content that can be quickly produced, shared, and consumed online then you might consider checking out a Chromebook.

Joe

Photo: Chromebooks in MA Lynch Library by Rachel Wente-Chaney on Flickr

Another great article from: JoeWoodOnline.com

Choosing the Right Tool Part 3 – Chromebooks

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Last year as part of a school site technology committee I visited multiple classrooms throughout the district who were using a variety of digital devices. The group happened to visit one 6th grade classroom where students had access to Macbooks, an interactive whiteboard, a classroom response system, and iPod Touches. As we walked in the students and teacher were engaged in a math lesson. In many ways it was a fairly traditional lesson. The teacher provided direct-instruction via the interactive whiteboard while students took notes, discussed problems in pairs and whole group, and responded to questions via the classroom response system. However, the most eye-opening moment occurred during the independent practice portion of the lesson. As students worked through the assigned problems, many of them pulled out iPod Touches, plugged in headphones, and launched the video app. As I walked around the room I realized many students were watching their math lesson all over again. I leaned down next to a 6th grader.

Me: “What are you doing?”

Student: “Oh, I’m watching the math lesson.”

Me: “You are? Why?”

Student: “I don’t completely get this problem, so I’m re-watching the steps Mr. Smith taught us.”

As I talked to more of the students I found similar patterns in their answers. The two 6th grade teachers at this school had used screen casting software to record the key parts of their math lessons and placed these videos on the class-set of iPod Touches. This simple trick allowed students to be self-directed in their reteaching and provided the teacher an opportunity to provide small group instruction while the remainder of the class could continue with their work.

In my previous post I talked about the need for technology purchases to be guided by the instructional goals of school site. However, sometimes I think we aren’t even sure what the technology is capable of helping us do. Before walking into this classroom I was a little skeptical about the usefulness of an iPod Touch. Often I had heard of sites trying to use them as many laptops, complete with wireless keyboards four-times their size but with very mediocre outcomes. However, when I walked out of this class I realized mobile devices can have powerful place in our classrooms if we leverage them in the right way.

Chances are at some point in the last 24 hours you saw at least one advertisement for an iPod Touch, iPhone, iPad, or their Android equivalents. More than likely you have one of these sitting in your own pocket and a have observed a few seriptciously (or openly if you’re at at more forward-thinking school) floating around your classroom. Like many of your students I find that both my iPhone and iPad are becoming tools I would hate to live without. My iPad contains a complete collection of books I’m currently reading, video podcasts to improve my German language skills, and access to a variety of online reading materials including the New York Times, Flipboard, and my local newspaper. Each morning, when I wake up my iPhone is the first thing I usually grab. It’s my alarm clock, my calculator, my translator and even a level. It’s also how I primarily access social networks like Facebook which I (like many people) use as a tool for sharing ideas and filtering out all of the online noise to find articles, videos, photos, and blog posts worth reading. Similar to the 6th grade class, both my iPad and iPhone are personal learning devices. They are completely customized to serve the needs of my self-directed learning.

Think about that for a second… These are my personal learning devices.

With inexpensive and ubiquitous resources, I have differentiated and personalized my own learning experience. Could we provide the same experience for our students?

When I was in the classroom I was successful at many things, but I will admit that one of my biggest challenges was properly differentiating instruction for my students. I have a feeling I am not alone. What do we expect when teachers are assigned a new group of 34 students appears every 50 minutes? Even with the best of intentions teachers often end up shooting for the middle. While “the middle” might serve the needs of many, there are also groups of kids who are completely lost and an equally large group desperate for a challenge.

With the right collection of apps, videos, digital texts, and audio content I believe teachers have the ability to personalize and differentiate learning with mobile technology. We’re already seeing elements of this with projects like the flipped classroom. However, I think we have only begun to really investigate this possibility in education. We’re still purchasing personal mobile technology like iPads and iPod Touches with a laptop cart mentality. We have this idea that the device should contain a standard set of resources for all students to share, stay with the teacher rather than follow the student from class to class, and never go home in their backpacks. While I understand costs often dictate these decisions, I also think they put us in a place of selecting tools and then using them for completely inappropriate purposes.

iPod Touches and iPads are not inexpensive laptops. The sites that are purchasing these devices with that mindset are always disappointed. If you feel that every student at your school needs a laptop sitting on their desk, then please buy them a laptop. However, take a moment and really think about that assumption. Do your students need a laptop every moment of every day? Are they in constant need of a full-size keyboard and the ability to create extensive pieces of text and multimedia? Or could your students benefit from a mobile personal learning device with timely access to multimedia-capable computers that are shared between teachers? With a personal learning device students can re-watch lessons, conduct research, read digital text, respond to questions, post to blogs, email, participate in discussion forums, and edit educational social network profiles. They also have access to calculators, stopwatches, maps, and dictionaries. However, I also think its important to call out one assumption I am making – as personal learning devices they are just that…personal. Every student needs one and to be most effective that device needs to travel with the student from class to class, to home, and back to school. The student and teacher also needs the ability to individualize that device to the student’s instructional needs. And perhaps that is the real question. Are we willing to make the investment to support our instructional goals with an appropriate level of technology hardware, software, and professional development?

If you’re interested in learning more about how mobile devices are being used in the classroom, both as personal and shared tools, I suggest checking out one of the following models:

• EUSD’s iRead Program
• iPads & iPods in Canby School District – Their videos are worth watching.
• Acalanes High School iPad/iPod Program

Another great article from: JoeWoodOnline.com

Choosing the Right Tool Part 2 – iDevices

Related posts:

1. Choosing the Right Tool Part 1 – So Many Options
2. Choose the Classroom of the Future
3. Trading in my Macbook Pro for an iPod Touch

Often when I write a post I really have no idea where it might go.  Last Friday morning when I sat down to craft “Can I Trade the iPads for Chromebooks” I really only had a few readers in mind.  Via Facebook a few of these close friends, as well as current and former colleagues, had heard elements of the story and posted comments wanting to know more.  Since Facebook has a character limit…and I knew it was going to be a long story…a blog post seemed in order.  Well, over the past few days that blog post has traveled around the edtech community via Facebook, Twitter, and email forwards and I have received feedback (mostly positive) from many different educators, as well as individuals with Apple and Google.  Interestingly though, most of this feedback has been about the hardware.  People want to lobby for one tool or another.

Like anyone else, I have my own tool preferences, but it’s not about technology…it’s about instruction.  Similarly, numerous times each day teachers, principals, and parents call my office or email for instructional technology advice.  Constantly, often like a broken record, I ask the same questions over and over…and over again.

• What is your instructional goal?
• How could technology help you accomplish this goal?
• What research or models have you read about?
• Do you even need technology to make that happen?

The most powerful tools are the ones that don’t get in the way and allow teachers to teach and students to learn.  These tools are seamless and provide opportunities for teachers to engage students in authentic ways using assignments and instructional strategies that mirror real life.  Often, I hear parents and educators describing a need for instructional technology because, “It’s part of their (the students’) world.”  That’s not enough.  Technology is only effective if it is used to directly support instruction.  Granted, in many schools and classrooms the instructional model is in desperate need of an update, but technology alone will never be the fix.  In every case where I have observed or experienced a “technology disaster” the problem can always be traced back to the selection or use of tool that did not support the instructional goals of that particular lesson or school.

So before you begin to shop or lobby for a particular device…spend some time with Google. Search for schools that are using the devices you have in mind and see what has worked.  These people are fellow educators.  They won’t bite.  Via a phone call or email I am sure they would be happy to share with you their struggles, successes, and recommendations for doing it all over again.  In the next few posts I will share what I have discovered.  It’s only the tip of the iceberg, but hopefully it will point you in the right direction.

Joe

Photo: Tool Operator by Chewy Hooey on Flickr

Another great article from: JoeWoodOnline.com

Choosing the Right Tool Part 1 – So Many Options

Related posts:

1. Trading in my Macbook Pro for an iPod Touch
2. Can I Trade the iPads for Chromebooks?
3. DIY Interactive Whiteboard Update

Last night I wrote a short post about the importance of all text in the Common Core ELA Standards.  However, as I was driving to work today it dawned on me that many educators are likely not aware of all of the places where digital text and digital writing can be found in the standards.  Digital writing is no longer an add-on.  It’s not a PowerPoint you just slap on the end of a unit if you have time.  Digital text is a critical part of being literate in the 21st Century.  I should add that even though the standards are aften referred to as “Common Core English Langauge Arts Standards” their full name is “The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.”  So, if you’re a history or science teacher these apply to you too now.  Pay attention! Literacy development is everyone’s responsibility.

This summer, as part of our Summer Institute at Area 3 Writing Project I found myself regularly referring to the importance of digital text in the ELA CCSS document.  However, I could tell by the blank looks on some of my colleagues faces that they we’re really sure what the heck I was talking about.  The linked document, which has also appeared on the NWP Digital Is website, was my attempt at calling out some of the areas where digital writing or digital text appear in the standards.  The document highlights the six anchor standards were digital text most prominently appears and shows the progression of that particular standard over four grade levels (Kindergarten, 4th, 8th, and 12th).  I have to admit that one of the most interesting grade level standards comes from Reading Informational Text Standard 7

” 7. Integrate and evaluate content presented in diverse formats, including visually and quantitatively, as well as in words.”

Which starts in Kindergarten with…

” With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place thing, or idea in the text an illustration depicts).”

Builds in 4th grade to become…

” Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.”

Adds evaluation in 8th grade…

” Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea”

And ends in 12th grade with…

” Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or a problem.”

I picked this standard, because while it seems fairly simple on the surface, when one starts to consider the professional learning and access to technology for it to be effectively taught, it’s clear we have much work to do.  If you are interested in technology, literacy, and writing please take a moment to look over the Common Core ELA Standards.  It’s powerful tool that will help to guide a future work. You might even start with this document.

Joe

Another great article from: JoeWoodOnline.com

Digital Writing & Common Core

Related posts:

1. All Text Matters – Even the “Text Light” Sources
2. Reflecting on Writing Project
3. Book of the Week – Because Digital Writing Matters

Later this week, I will be heading off to Chicago for the National Writing Project’s Annual Meeting.  As I prepare for my group’s presentation on developing a framework for assessing multimodal text, I find myself digging back into the English Langauge Arts Common Core Standards.  Every time I step back into this document I am amazed by both its existence, as well as its contradictions.  For those of us who are passionate about digital text and a generation of students leaving our schools who can actually critically think, these standards are a giant step forward from the current content standards in many states.  For example, in the introduction to the grade level standards (pg. 7) there is a section describing a portrait college and career ready students who meet the content standards.  Two of the sections particularly resonate with me:

In terms of technology use, digital writing is no longer an extra…

“They use technology and digital media strategically and capably. Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.”

And our students must be also critical readers…

“They comprehend as well as critique. Students are engaged and open-minded—but discerning—readers and listeners. They work diligently to understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning.”

However, as I was scanning the research behind the Common Core Standards (Appendix A pg.4), I stumbled across this gem…

“Being able to read complex text independently and proficiently is essential for high achievement in college and the workplace and important in numerous life tasks. Moreover, current trends suggest that if students cannot read challenging texts with understanding—if they have not developed the skill, concentration, and stamina to read such texts—they will read less in general. In particular, if students cannot read complex expository text to gain information,they will likely turn to text-free or text-light sources, such as video, podcasts, and tweets. These sources, while not without value, cannot capture the nuance, subtlety, depth, or breadth of ideas developed through complex text.“

When I read that final line it didn’t make me angry.  It made me laugh – a pathetic laugh at whichever committee member wrote it.  Its completely biased. The idea that the medium in which a text is written automatically infers its complexity is extremely short-sided.  Our students must be able to read, critically analyze, and write all forms of digital and analog text.  They should be able to comprend complex print-based text, as well as complex movies, podcasts…and yes tweets.

Last night I happened to watch the documentary Miss Representation.  During the thought-provoking look at how media portrays women and how our culture is shaped by this influence I was reminded that often the most complex texts are the ones we take for granted.  The ones that with subtle message we most quickly consume and assimilate without any critical thought.  Those are the texts when our students need to be the most discerning, regardless of their format.  If you are curious where digital text is explicitly mentioned in the ELA Common Core Standards, you might check out this document.  Its been around Twitter & Facebook, but never posted here.

Joe

Another great article from: JoeWoodOnline.com

All Text Matters – Even the “Text Light” Sources

Related posts:

1. Reflecting on Writing Project
2. Book of the Week – Because Digital Writing Matters
3. The Intellectual Writing Vacation Begins