Last weekend I was lucky enough to attend the EduCamp in Auckland. Having never attended an un-conference, I was unsure what to expect.
This years EduCampAkld was held at the 18 month young Stonefields School in Mt Wellington. This in itself was worth the journey over the other side of the bridge. What an amazing facility they have developed. I was especially inspired by the Principal, Sarah Martin. She used phrases like 'it's we go, not ego' and described the senior leadership team as a 'team', explaining that they 'finish each other's sentences' and make up for what the others may lack in...I really got a sense of them being a team from her. The school itself was an amazing space that really made sense. I could see from open spaces and different learning areas that you couldn't help but be inspired!
Onto the EduCamp...the reason for going...
We started with a SMACdown. I had been apart of this type of presentation before - a quick-fire (2 mins per presenter) smorgasbord of tasty goodness.
Highlights from SMACdown:
- putting a face to a (twitter) name
- Reading Age Filter in Google: if you google something, on the left-hand side click More Search Results and find the reading age. You can then filter the articles by reading level (basic, intermediate and advanced).
- Photopeach - slideshow programme
- Story Creator - listen to stories, you can also create your own.
After the SMACdown, we broke off into groups based on what we were interested in. I got involved in an iPad discussion. It was great to hear that other school's were facing the same issues (e.g. syncing) and talking about what we have tried to solve these problems. It was also great to hear how people are using iPads in their classrooms. Being 2 months down the track, I was able to help those people who are about to embark on deploying iPads to their staff - sharing what-I-would-do-differently and what worked well.
I was also introduced to the VLN - how did I not know this existed? A virtual learning network between teachers and learners in NZ...already hooked!
I really enjoyed the relaxed atmosphere that the un-conference fostered. Being so impressed with the way this was run, we (the 2 other staff I went with), decided to run our tech sessions with staff in a similar way. We have staff at all tech levels and thought this would be a great way for people to come and share and learn. The first one ran really well. We got staff to leave questions they wanted answered on a sheet in the staffroom. Then at the session we looked at what people most wanted to know about. It was a great, informal problem-solving and sharing hour.
EduCamp - great experience...bring on the next one!
Friday, July 27, 2012
Friday, July 13, 2012
Twitter: My Designer PD
Twitter makes up the majority of my ongoing PD. My only regret with Twitter is that I didn't join in sooner! Having been actively involved for just over a couple of months, the ideas, conversations and doors that have been opened have been massive. I have had a Twitter account for a while now, but did not actively engage with it - I was a Twitter bystander only following a few celebrities (using it like a gossip magazine). I only checked it every couple of weeks and certainly did not involve myself in any discussions. Then I read a couple of articles about using Twitter in education...my eyes were opened!
What Twitter has offered me:
- Lastest teaching innovations
- Current teaching ideas
- What is working in other teachers classrooms (on a global scale)
- Hundred's of resources for classrooms
- Ideas on using technology in the classroom
- Global contacts
My classroom has also benefited from my connections on Twitter:
Direct Classroom Benefits:
- Students have joined the Writers Club
- Trialled 'flipped classroom' type instruction (very positive feedback from students)
- Students involved in the Pass-it-on Blog
- More people viewing our class wiki, resulting in a wider audience for my students work
- Global Read Aloud (due to start October 2012), where students will be involved in a global project
I have also been involved in the following:
My Own PD
- Webinars (Flip your classroom: reach every class everyday and Wikispaces Boot Camp)
- EduCamp Akld - this is to be held next weekend which I found out about from Twitter
- Involved in various 'chats', especially through the #edchat hastag
I am no longer a 'Twitter bystander'. Twitter does involve a certain amount of interaction on my part, so I check in at least once a day, standing in a que...waiting for the pot to boil...anxiously awaiting the staff meeting to begin...these are all moments where I catch-up on the lastest.
The more you give, the more you get...sums up the involvement required. Buffer allows me to send out Tweets at different times so I am not sending 10 tweets in a short space of time. Social Bro also lets me explore my Twitter community and can analyse my users and tell me the best time to tweet. Pair this with Buffer and tweeting is a lot less time consuming.
Twitter...my designer PD!
- Global contacts
My classroom has also benefited from my connections on Twitter:
Direct Classroom Benefits:
- Students have joined the Writers Club
- Trialled 'flipped classroom' type instruction (very positive feedback from students)
- Students involved in the Pass-it-on Blog
- More people viewing our class wiki, resulting in a wider audience for my students work
- Global Read Aloud (due to start October 2012), where students will be involved in a global project
I have also been involved in the following:
My Own PD
- Webinars (Flip your classroom: reach every class everyday and Wikispaces Boot Camp)
- EduCamp Akld - this is to be held next weekend which I found out about from Twitter
- Involved in various 'chats', especially through the #edchat hastag
I am no longer a 'Twitter bystander'. Twitter does involve a certain amount of interaction on my part, so I check in at least once a day, standing in a que...waiting for the pot to boil...anxiously awaiting the staff meeting to begin...these are all moments where I catch-up on the lastest.
The more you give, the more you get...sums up the involvement required. Buffer allows me to send out Tweets at different times so I am not sending 10 tweets in a short space of time. Social Bro also lets me explore my Twitter community and can analyse my users and tell me the best time to tweet. Pair this with Buffer and tweeting is a lot less time consuming.
Twitter...my designer PD!
Tuesday, June 26, 2012
Flavours of the Month...
The Writers Club
This is a great site that allows students to have their own blog for writing. They use a username and password (no email is required!). Students are able to add blog posts, comment on other students writing and make friends with other students. This adds an element of competition as students collect achievement awards based on the work they have created. This has also been a great tool to teach about social media as students make friends, create forums and groups.
How I use it in the class: students are encouraged to post any writing they have done in class. Recently, students have completed one particular piece of writing, parents have been encouraged to find this and comment on this to their child. We have used this as their writing sample for the first half of the term. Students love this site, recently some of the boys (who are normally throwing around a rugby ball) came running up to me asking if they can finish what they were working on at home last night...not that I want my students to sit on a computer 24/7, but I surprised these boys were so into this!
This is a behaviour management system ~ online! This site has a great interface and is very easy to use. I have it on the IWB as well as the iPads in the class and my iPhone. This programme allows us to keep track of students behaviour which is easily customised to our needs. When a point is awarded a sound produced...the power of this sound is amazing. I also have this by my side when we are in assembly, on field trips...everywhere! Of course there is a reward for the top players...at the end of the week the top 8 students have their 'own choice' for half-an-hour and the lowest 3 scores for the day clean up the class.
I have been a big fan of iMovie in the past. The full version is jammed packed full of features to make movies...although this can be a little daunting especially between different versions so when I was introduced to the iPad version I was a little hesitant thinking it would take a bit of time to get to grips with it. How wrong I was! This is a simple, logical app where the results are amazing. Although it is basic, there are some add ons you can buy. Extras for iMovie lets you add text, titles and scrolling credits to your movies. We also use Action Movies. This lets you add special effects (e.g. tornadoes, car smash...) to video's. The students also love using the trailer component of iMovie.
How I use it in the class: One of the many ways we use it is to reflect on the weeks learning. Students create a simple movie about what they have done in the week, filming their work and either doing a voice-over or adding in text to describe what they have learnt. They also comment on their next steps and what they have enjoyed or are looking forward to. This then uploaded to youtube and embeded in their wiki.
Check out their latest trailer for a pass-it-on blog we were part of:
Sunday, June 17, 2012
Individual Learning Pathways (ILP)
To enable better integration of e-learning within my classroom, I developed a programme which allowed students to decide when and where they will do their learning.
Background
Using more and more technology in the class, it was clear that using the designated one session a week in the ICT lab was not enough to integrate technology in my classroom programme. My students were also capable of managing themselves to some extent and I wanted them to take more ownership of their own learning. The only way I could make full use of the classroom technological devices (laptops and computers to start with) was to throw out the way I had previously run my class (at Maths time, everyone was doing some kind of maths activity, similar with Literacy, etc) and look at a more flexible learning environment.
Questions I asked myself
- Why do all students have to do a subject (e.g. Maths) at the same time?
- Is it possible to organise their programmes so the computers get the maximum use?
- How do I know the best time for their learning ~ can they decide when to do activities that do not rely on a new skill being taught?
How it Works:
Teacher Sessions - Workshops
Students still need to attend group lessons with the teacher (that was a given). I named these 'workshops', where students, depending on the topic, would know the workshops they need to attend during the week...Maths and Literacy are the main subject areas that require these workshops. Depending on the topic, groups are formed by either interest (e.g. when we were doing instructional writing, students were writing instructions for using different e-learning tools and were grouped by the tool rather than ability) or by ability (e.g. for Maths). Students then have a follow-up session straight after the teaching session, allowing them to consolidate the skill they have just learnt.
Independent Activities
The activities needed to be at a level where students were able to 'get on with it', and also reinforce the skills they were learning in their workshops. When I looked at what we had in their programmes already, there were activities which they did not need a teacher to be over their shoulder.
Example Activities
- Spelling: students practice their weekly spelling words with a list of activities (using their Multiple Intelligences)
- Publishing: students spend this time publishing their work to their wikispaces
- Reflective Journal: towards the end of the week, students write a reflection of their week of learning, this may include their successes, their next steps and what they have enjoyed (they have a list of sentence starters that can help them if they need it).
- Blog: my students don't have their own blog, so within their wikispaces, they have created their own blogs. They publish their reflections of the week here.
- Editing: students go through their writing, reflections, anything and spend this time proofreading their work. I allowed them time in their timetable to actually sit-down and make their writing better.
Finishing: students have time to finish off any work they have not completed during that week (or in previous weeks).
Whole Class Lessons
There are still some things we need to do as a class. Within their weekly timetable, these are already written in (e.g. Assembly, P.E., Library).
What it Looks Like
Monday morning, as a class we sort out our timetables. I have my timetable, which includes workshops and who attendees. Students start by putting in their workshops, then they can insert their activities around this. We have a computer booking system, where students book into computers. If there is no computer free at the time they want, they need to re-organise their timetable. I use the class wiki to post their supporting material and many of the lesson e-learning tools used in the workshop. Recently I have used flipped videos, where students view the material before coming to a workshop. This has been a great success and allowed students greater time to work on the skills taught.
Session are usually 30 - 45 mins and their timetable is broken up into time slots.
Things I needed to do as a teacher
- Let go as a teacher: students are not all doing the same type of activity, so as teacher, I needed to let go of the control and allow this flexibility in the class.
- Allow flexible learning spaces: changing my classroom to allow students greater access to computers was essential. My classroom has different learning areas depending on the need. At every table there is a computer (laptop or desktop computer). I have a teaching group table centered around the IWB. Students chose where they sit depending on their timetable. If they need a computer, they sit where they have booked a computer, if they have a workshop, they sit at the teaching group table. Some students even choose the floor ~ as long as they are engaged and focused, they can make that decision themselves!
This idea has transformed my class. My students are in control of their own learning and are a lot more independent because of this. I often come back to class from a break and they are sitting down, getting on with their programmes! They are independent, focused learners who are capable of making choices that impact on their own learning path.
Background
Using more and more technology in the class, it was clear that using the designated one session a week in the ICT lab was not enough to integrate technology in my classroom programme. My students were also capable of managing themselves to some extent and I wanted them to take more ownership of their own learning. The only way I could make full use of the classroom technological devices (laptops and computers to start with) was to throw out the way I had previously run my class (at Maths time, everyone was doing some kind of maths activity, similar with Literacy, etc) and look at a more flexible learning environment.
Questions I asked myself
- Why do all students have to do a subject (e.g. Maths) at the same time?
- Is it possible to organise their programmes so the computers get the maximum use?
- How do I know the best time for their learning ~ can they decide when to do activities that do not rely on a new skill being taught?
How it Works:
Teacher Sessions - Workshops
Students still need to attend group lessons with the teacher (that was a given). I named these 'workshops', where students, depending on the topic, would know the workshops they need to attend during the week...Maths and Literacy are the main subject areas that require these workshops. Depending on the topic, groups are formed by either interest (e.g. when we were doing instructional writing, students were writing instructions for using different e-learning tools and were grouped by the tool rather than ability) or by ability (e.g. for Maths). Students then have a follow-up session straight after the teaching session, allowing them to consolidate the skill they have just learnt.
Independent Activities
The activities needed to be at a level where students were able to 'get on with it', and also reinforce the skills they were learning in their workshops. When I looked at what we had in their programmes already, there were activities which they did not need a teacher to be over their shoulder.
Example Activities
- Spelling: students practice their weekly spelling words with a list of activities (using their Multiple Intelligences)
- Publishing: students spend this time publishing their work to their wikispaces
- Reflective Journal: towards the end of the week, students write a reflection of their week of learning, this may include their successes, their next steps and what they have enjoyed (they have a list of sentence starters that can help them if they need it).
- Blog: my students don't have their own blog, so within their wikispaces, they have created their own blogs. They publish their reflections of the week here.
- Editing: students go through their writing, reflections, anything and spend this time proofreading their work. I allowed them time in their timetable to actually sit-down and make their writing better.
Finishing: students have time to finish off any work they have not completed during that week (or in previous weeks).
Whole Class Lessons
There are still some things we need to do as a class. Within their weekly timetable, these are already written in (e.g. Assembly, P.E., Library).
What it Looks Like
Monday morning, as a class we sort out our timetables. I have my timetable, which includes workshops and who attendees. Students start by putting in their workshops, then they can insert their activities around this. We have a computer booking system, where students book into computers. If there is no computer free at the time they want, they need to re-organise their timetable. I use the class wiki to post their supporting material and many of the lesson e-learning tools used in the workshop. Recently I have used flipped videos, where students view the material before coming to a workshop. This has been a great success and allowed students greater time to work on the skills taught.
Session are usually 30 - 45 mins and their timetable is broken up into time slots.
Things I needed to do as a teacher
- Let go as a teacher: students are not all doing the same type of activity, so as teacher, I needed to let go of the control and allow this flexibility in the class.
- Allow flexible learning spaces: changing my classroom to allow students greater access to computers was essential. My classroom has different learning areas depending on the need. At every table there is a computer (laptop or desktop computer). I have a teaching group table centered around the IWB. Students chose where they sit depending on their timetable. If they need a computer, they sit where they have booked a computer, if they have a workshop, they sit at the teaching group table. Some students even choose the floor ~ as long as they are engaged and focused, they can make that decision themselves!
This idea has transformed my class. My students are in control of their own learning and are a lot more independent because of this. I often come back to class from a break and they are sitting down, getting on with their programmes! They are independent, focused learners who are capable of making choices that impact on their own learning path.
Sunday, June 10, 2012
Oh Flip ~ Flipped!
After discussing with the class (see earlier post), I committed to posting my first flipped class to our class wiki, ready for the coming week.
I made a keynote, with the idea that I would voice-over. After numerous attempts to not cough, splutter, have someone walk in and ask why I was talking to myself, I made the executive decision to not voice-over.
Here is my first lesson:
Writing the main part of a speech
Writing the main part of a speech
View more presentations from missmccauley
iPad Roll Out
After spending a few hours writing this blog post, publishing then accidentally deleting - here is my second attempt!
This year, our school's main focus is digital learning.
Term One
We formed a group of teachers, covering all year levels within the school. This group was self-selected, with a common goal to help the school move forward with our e-learning. We had several meetings and the school employed David Kinane, a highly motivated and passionate e-learning facilitator. During the first term, David came into our classrooms working along side us and showing us various tools to use with our students. I made an wiki to begin posting our progress, including meeting minutes, help pages, staff development pages. I intended this wiki to be accessed by all staff, so I also included a Glossary as I knew many staff did not know the terms we were using.
Term Two
We really needed an action plan to help guide our way through this journey. This was developed with a smaller team. We spent a day looking at the different strands of e-learning and came up with a 3 year plan. We also looked at getting iPads in the school.
iPad Roll Out
The easy part was deciding on the device, the hard part was the roll-out. Getting this right would ensure staff could understand the device and be comfortable using it within their classroom and we didn't want these devices to be just another 'gadget' relegated to the cupboard. We had a diverse group of people, some who had their own Apple touch devices (iPad/ iPod/ iPhone), some who had used some sort of apple touch device (but didn't have one of their own) and some who had never touched an Apple touch device. The iPads were ordered (one per teacher), with the idea that teachers would get personally comfortable with the device before introducing it as a classroom tool ~ we really needed to 'sell' it to the staff.
With the iPads ordered, the actual deployment would be carefully planned. Proper planning would ensure teachers understood the device and therefore be more confident users. I knew among the group of teachers who had not used an Apple touch device before, there were skeptics. How could we make this deployment as simple as possible for everyone involved? We decided to break the staff into 3 self-selected groups. The HOT group were those who owned their own devices. The MEDIUM group were the staff who had used an apple touch device before, but didn't feel they were advanced and the MILD group who were the beginners. For this group (& anyone else who wanted a copy), I made up a step-by-step guide (using Jing) that included the set-up process, parts of the iPad, installing an app, joining a wi-fi network and tips & tricks. We really wanted the staff to set-up their own iPads so when more come, they can be set-up and not reliant on someone else. This also meant staff knew some of the in's and out's their iPads, for trouble-shooting, staff would be better equipped to deal with problems.
The roll-out went well. Staff were happy ~ yay! Next came the support. We held staff meetings where staff were encouraged to share useful apps (using Apple TV). I also set-up a space on the staff wiki to find useful apps. Staff were also encouraged to add to this collection. A month down the track we also sent out an anonymous survey asking questions relating to the iPads. The response was great ~ teachers were ready and wanting more devices with most teachers using it within their classroom programme to varying degrees.
Up-sizing to a combo - Do you want fries with that?
There are so many accessories that can be added to enhance the features of the iPad. We have already purchased some Apple TV's, so sharing what is on an iPad is easier.
iPad Covers/ Frames have also been investigated.
After a lot of research (talking to teachers at other schools, blogs, twitter, general internet searches), we found two to look at.
First was the Big Grips iPad Frame. This product is advertised as 'The iPad case made for Kids'. It was big and certainly provided excellent protection should the iPad be dropped. After two weeks of use these were the observations (both staff and students)
Positives:
- Looked fun, bright colours
- Protected the iPad and even bounced (impromptu tested by 6 year old accidental drop)
- Could come with a stand that made it easy to prop up (either landscape or portrait)
Negatives:
- The frame is quite big. They have made holes to get to buttons such as the volume. It is actually quite difficult to get your finger down to the button (big fingers ~ forget it, tiny finger ~ too short)
- Does wrapping an iPad in foam and being okay to drop the message we want to teach our kids when using these expensive devices?
- Charging the iPad while in it's case proved to be quite difficult as accessing the charging pins was a challenge.
- When filming, my students who used this cover had a pink arch in one corner from where the cover had moved.
- The cover is quite big, making the overall iPad large and bulky (not good for storage of multiple iPads)
- iPad cover is expensive
I looked into other options and found a a silicone product which claimed to be anti-shock.
Next Steps
1. To introduce more devices!
2. Find suitable covers/ frames for iPad
3. Continue with staff development and sharing of successes.
Watch this space...
This year, our school's main focus is digital learning.
Term One
We formed a group of teachers, covering all year levels within the school. This group was self-selected, with a common goal to help the school move forward with our e-learning. We had several meetings and the school employed David Kinane, a highly motivated and passionate e-learning facilitator. During the first term, David came into our classrooms working along side us and showing us various tools to use with our students. I made an wiki to begin posting our progress, including meeting minutes, help pages, staff development pages. I intended this wiki to be accessed by all staff, so I also included a Glossary as I knew many staff did not know the terms we were using.
Term Two
We really needed an action plan to help guide our way through this journey. This was developed with a smaller team. We spent a day looking at the different strands of e-learning and came up with a 3 year plan. We also looked at getting iPads in the school.
iPad Roll Out
The easy part was deciding on the device, the hard part was the roll-out. Getting this right would ensure staff could understand the device and be comfortable using it within their classroom and we didn't want these devices to be just another 'gadget' relegated to the cupboard. We had a diverse group of people, some who had their own Apple touch devices (iPad/ iPod/ iPhone), some who had used some sort of apple touch device (but didn't have one of their own) and some who had never touched an Apple touch device. The iPads were ordered (one per teacher), with the idea that teachers would get personally comfortable with the device before introducing it as a classroom tool ~ we really needed to 'sell' it to the staff.
With the iPads ordered, the actual deployment would be carefully planned. Proper planning would ensure teachers understood the device and therefore be more confident users. I knew among the group of teachers who had not used an Apple touch device before, there were skeptics. How could we make this deployment as simple as possible for everyone involved? We decided to break the staff into 3 self-selected groups. The HOT group were those who owned their own devices. The MEDIUM group were the staff who had used an apple touch device before, but didn't feel they were advanced and the MILD group who were the beginners. For this group (& anyone else who wanted a copy), I made up a step-by-step guide (using Jing) that included the set-up process, parts of the iPad, installing an app, joining a wi-fi network and tips & tricks. We really wanted the staff to set-up their own iPads so when more come, they can be set-up and not reliant on someone else. This also meant staff knew some of the in's and out's their iPads, for trouble-shooting, staff would be better equipped to deal with problems.
The roll-out went well. Staff were happy ~ yay! Next came the support. We held staff meetings where staff were encouraged to share useful apps (using Apple TV). I also set-up a space on the staff wiki to find useful apps. Staff were also encouraged to add to this collection. A month down the track we also sent out an anonymous survey asking questions relating to the iPads. The response was great ~ teachers were ready and wanting more devices with most teachers using it within their classroom programme to varying degrees.
Up-sizing to a combo - Do you want fries with that?
There are so many accessories that can be added to enhance the features of the iPad. We have already purchased some Apple TV's, so sharing what is on an iPad is easier.
iPad Covers/ Frames have also been investigated.
After a lot of research (talking to teachers at other schools, blogs, twitter, general internet searches), we found two to look at.
Positives:
- Looked fun, bright colours
- Protected the iPad and even bounced (impromptu tested by 6 year old accidental drop)
- Could come with a stand that made it easy to prop up (either landscape or portrait)
Negatives:
- The frame is quite big. They have made holes to get to buttons such as the volume. It is actually quite difficult to get your finger down to the button (big fingers ~ forget it, tiny finger ~ too short)
- Does wrapping an iPad in foam and being okay to drop the message we want to teach our kids when using these expensive devices?
- Charging the iPad while in it's case proved to be quite difficult as accessing the charging pins was a challenge.
- When filming, my students who used this cover had a pink arch in one corner from where the cover had moved.
- The cover is quite big, making the overall iPad large and bulky (not good for storage of multiple iPads)
- iPad cover is expensive
I looked into other options and found a a silicone product which claimed to be anti-shock.
Educase iPad Covers: These were the observations by both staff and students:
Positives:
- The iPad is encased in a hard plastic frame, then wrapped in a heavy duty silicone providing enough protection against dropping (impromptu drop by teacher ~ whoops!)
- The iPad case didn't obstruct any of the iPad features ~ camera was framed, speakers were not muffled by the frame, ports were easily accessible.
- It has a stand enabling the iPad to be stood up, if needed.
- Cheaper than any else like it currently on the market.
- Students enjoyed using this.
- Cover is slim and does not make the iPad too big.
Next Steps
1. To introduce more devices!
2. Find suitable covers/ frames for iPad
3. Continue with staff development and sharing of successes.
Watch this space...
Saturday, June 9, 2012
What a year...2011
Leading up to 2011
The school I am currently working at (and have been since 2009) have varied in their technology within the school. Some classes had IWB, all had some sort of computer/ laptop devices (although some didn't work). Having been teaching since 2004 and always having an IWB in my class, it was a challenge to teach some lessons without being able to show a clip or have a flip chart that I could use. I was worried that I would loose the skills I had built up over the years and I was right. A year and a half later, I was fortunate enough to get an IWB in my class...phew! I was also lucky enough to be in a team of teachers who were eager to think outside the box when thinking about the classroom. I had been involved with 'digital classrooms' before (being defined as having 10 computers in the classroom at a previous school I was at), but I could not envisage the road we were about to travel down!
iPods (2011)
In the previous year, we held a market day where our students design and made products to sell. The goal was for the students to be involved in the whole design, production, advertising and selling process. We didn't have any firm plans for the money we raised but knew we would get the students involved in the whole process. After numerous ideas (roller-coaster, swimming pool, student lounge among some of the ideas) we came down to printers in the school as we found both staff and students were getting frustrated with the lack of access to get their printing. After speaking to our Principal, we decided that this may not be the best use of the money. Light bulb...iPods. I had an iPod and an iPhone but I had not really thought about this in the classroom. A little research later and we decided that this would be a great road to go down. We researched and researched this idea and finally purchased 8 iPods (without the camera...what would we need a camera for and they are so much more expensive - *insert deep regret!*). We now had 8 iPods to share between 3 classes, so it was decided to keep them as a set (as we had read numerous recommendations that this would be better). We had a timetable set-up where my class would get the set every 3 weeks.
iPod PD
We also wanted to get the most out of these devices. It seemed the more we researched (and we researched a lot) the more we got to grips of the magnitude of change we were about to undertake and how much we had been missing out on.
I knew of a school who used iPods and went to observe a day in their school life. Ahuroa School opened my eyes to some the possibilities within the classroom. They were a lot more advanced that us (having both iPods/ iPads/ apple TV's...). We also attended a course on using the iPods in class...we were off! Hindsight...If only we had got those iPods with cameras! We noticed a shift in our classrooms. Students were connected to the world and loved the different way of learning that this device provided.
We ticked along nicely...trying to integrate these devices throughout our whole programme. Then I was lucky enough for the chance to attend the ULearn conference in Rotorua...*insert complete change in my teaching*. It was like being hit by a bus. Teachers were doing truly amazing things! The ideas I had - I needed 3 weeks more just to get my head around it all. The new terms (thank goodness for google!), the new ideas WOW! So consequently my entire classroom change. The layout the delivery...EVERYTHING!
I am a 'I-CANT-WAIT-TO-DO-THAT' teacher (which also means waking at 3am to put into place new ideas). So come term 4, when my students came back, everything had changed. The reaction...they loved it! Furniture change...check, wikispaces (class and student) set-up and ready...check (see Wiki's in the classroom for further details).
So that was 2011...
The school I am currently working at (and have been since 2009) have varied in their technology within the school. Some classes had IWB, all had some sort of computer/ laptop devices (although some didn't work). Having been teaching since 2004 and always having an IWB in my class, it was a challenge to teach some lessons without being able to show a clip or have a flip chart that I could use. I was worried that I would loose the skills I had built up over the years and I was right. A year and a half later, I was fortunate enough to get an IWB in my class...phew! I was also lucky enough to be in a team of teachers who were eager to think outside the box when thinking about the classroom. I had been involved with 'digital classrooms' before (being defined as having 10 computers in the classroom at a previous school I was at), but I could not envisage the road we were about to travel down!
iPods (2011)
In the previous year, we held a market day where our students design and made products to sell. The goal was for the students to be involved in the whole design, production, advertising and selling process. We didn't have any firm plans for the money we raised but knew we would get the students involved in the whole process. After numerous ideas (roller-coaster, swimming pool, student lounge among some of the ideas) we came down to printers in the school as we found both staff and students were getting frustrated with the lack of access to get their printing. After speaking to our Principal, we decided that this may not be the best use of the money. Light bulb...iPods. I had an iPod and an iPhone but I had not really thought about this in the classroom. A little research later and we decided that this would be a great road to go down. We researched and researched this idea and finally purchased 8 iPods (without the camera...what would we need a camera for and they are so much more expensive - *insert deep regret!*). We now had 8 iPods to share between 3 classes, so it was decided to keep them as a set (as we had read numerous recommendations that this would be better). We had a timetable set-up where my class would get the set every 3 weeks.
iPod PD
We also wanted to get the most out of these devices. It seemed the more we researched (and we researched a lot) the more we got to grips of the magnitude of change we were about to undertake and how much we had been missing out on.
I knew of a school who used iPods and went to observe a day in their school life. Ahuroa School opened my eyes to some the possibilities within the classroom. They were a lot more advanced that us (having both iPods/ iPads/ apple TV's...). We also attended a course on using the iPods in class...we were off! Hindsight...If only we had got those iPods with cameras! We noticed a shift in our classrooms. Students were connected to the world and loved the different way of learning that this device provided.
We ticked along nicely...trying to integrate these devices throughout our whole programme. Then I was lucky enough for the chance to attend the ULearn conference in Rotorua...*insert complete change in my teaching*. It was like being hit by a bus. Teachers were doing truly amazing things! The ideas I had - I needed 3 weeks more just to get my head around it all. The new terms (thank goodness for google!), the new ideas WOW! So consequently my entire classroom change. The layout the delivery...EVERYTHING!
I am a 'I-CANT-WAIT-TO-DO-THAT' teacher (which also means waking at 3am to put into place new ideas). So come term 4, when my students came back, everything had changed. The reaction...they loved it! Furniture change...check, wikispaces (class and student) set-up and ready...check (see Wiki's in the classroom for further details).
So that was 2011...
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