"The right way to deal with educational technology is to not worry about it until after the lesson is planned. Keep the tech tool in the corner of your eye, but do not stress over it. A teacher should create the lesson that will best meet the goals and benchmarks set forth by the state and is engaging to the students in the classroom. Now that the teacher has created this amazing lesson, they should take a look around and see what tech tools they have available to them. Will those tools make this lesson better? More engaging? Will it save the teacher or students time and/or energy if it is used with this lesson? If the answer is no to these questions, then technology is not needed for this lesson. If the answer is yes to one of these, the teacher should look to infuse this technology into their lesson plans."
The iPad is designed to be owned and not shared. It is a personal device. This isn’t Apple screwing you over or ripping you off. It’s just the way it was designed. If you want a multi-user operating system, Mac OS X will do a fantastic job for you.
We’re going with one-to-one iPads with half of the seventh grade. The rest of the school is getting about five or six per room. Money doesn’t grow on trees, you know. Fraser argues that treating a cart full of iPads like a cart of laptops is a recipe for disaster. You’re pretty much asking for students to delete each other’s work, write nasty notes that need to be investigated by the dean, and other nonsense.
Instead, Fraser suggests that schools consider “chunking”—that is, providing a full one-to-one set to a class for a period of six to eight weeks or so.
What are the benefits? Well, it’s all the benefits of 1:1 technology but only for part of the year. Teachers can plan a substantial body of work around the idea that technology will be continuously available. Pupils can get used to the device and invest in it. Work can be produced on the iPad and kept there for the term without having to move it off the device at the end of every lesson.
It’s an idea.
This is actually a very good idea. Definitely storing this away in the mental archives for the next time someone asks.
“If we want to ever get technophobes comfortable with technology, those of us who love the stuff have got to stop being tech snobs.”
Great reminders in this post of the need for treating our colleagues like the professionals they are no matter where they are in their own learning. Conversation going on in the comments on the post is excellent reading as well.
Welcome to another installment of our newest project at SimpleK12, the 2 Minute EdTech Talk. We’re interviewing educators of all grade levels and subjects to share their experiences using EdTech. The goal? To share, to collaborate, and most of all – to help and encourage teachers to try new forms of technology in their own classrooms.
Over 800 students participated in editing Wikipedia over the course of the school year. In the fall term, this was one of the requirements for 14 college classes, and in the spring term, 33 courses were part of the initiative. If you’ve ever worked your way through grading stacks of college assignments, you can imagine the size of this contribution: the equivalent of 5800 pages - 11 reams of paper - full of new content added to Wikipedia. he chart at right shows the number of bytes our students added to articles. Over the course of the academic year, students have added 8.8 million bytes to the English version of Wikipedia.
It’s amazing what we can do when we embrace a technology instead of spurning it.
If you’re like me and you can’t tell a paper birch from poison sumac, this is an app for us. I really want to try this out! By just taking a picture of a leaf with your phone, the app will identify the likely species.
Here’s the first three (click through to read more!):
1 Produce public service announcements.
Here is a sample Glogster with video and photo components (not made by the student but embedded).
Students can make PSAs about any topic you choose, such as the environment. Have them take photos around town and then use Windows Live Movie Maker 2011 to create the announcements.
2 Study textures.
For a fun art project, have students take close-up pictures of a variety of textures, including brick walls and dead grass. Along the way they can learn about warm colors, cool colors, and textures. If you like, they can turn the pictures into a collage.
3 Do an interactive book report.
Glogster (www.glogster.com) lets students turn assignments into interactive extravaganzas. Just add text, images, music, and video to make Glogs, or posters. In addition to book reports, your students can make pro-and-con Glogs about controversial topics, like global warming.
What makes Inkling’s apps unique is the fact that “content isn’t bound by pages or sections or chapters in the same linear fashion. Rather, it’s hierarchical, richly illustrated and augmented. It’s interactive. It’s social,” Watters writes. The digital versions include quizzes, interactive infographics, and a scrolling and searchable interface.
"Picked up my own iPad 2 about three weeks ago and, as an experiment, I have set my laptop aside and have used nothing but the Apple in the classroom ever since. And I have found that there is nothing that I do in my normal activities as a teacher that I have done with a laptop or a tablet PC that I can not do with the iPad 2."
One teacher’s experience replacing her laptop with an iPad 2.
I’ve been using mine for about a week and a half so far, and while part of it is a consequence of my schedule, it’s already cut my day-to-day usage of my personal laptop down to nil (except when I present). My poor iPod Touch is also feeling the effects.