Reflections on the TLLP… Part 1

Clearly we are a work in progress when it comes to blogging - our posts certainly weren't as regular as we had originally planned…that whole TIME issue again!  Now that summer is officially here, I want to take the opportunity to reflect on the iPad experience.

Part 1:  The Positive:

(1) Were the iPads a useful learning tool in Science?
Yes…for the most part.  I will definitely continue to use the iPads as a means for recording lab observations (using camera/video tools) and for constructing "virtual" lab reports.  This application made assessment vastly easier for me and further engaged students in the inquiry process.  I will continue to use the iPads in formative assessment using Google Forms and Apple TV to gain a quick picture of student learning.  I will also use the iPads for concept reinforcement using subject-specific Apps (eg. ChemReact, Mitosis) and as a quick internet research tool.   Using presentation Apps, such as Explain Everything, I will have students create mini-presentations that can be completed within a class period.  I will not use the iPads for longer-term projects as they cannot be signed out and we cannot afford to devote that much class time to completing projects.

(2) Were students engaged using the iPads?
For the vast majority of students, the iPads enhanced engagement in the lesson.  While there were some instances where students used the devices inappropriately (i.e. to surf the net instead of working with the Apps), most found them to be a beneficial tool that added interest to daily learning.  Many students demonstrated creativity within the presentation Apps that they may not have otherwise had the opportunity to demonstrate in traditional classroom assignments.  Engagement largely depended on student attitude - those open to trying new things were most successful with the iPads; those who had a more negative approach did not gain all that they could have from the experience.

(3) Did this experience affect my teaching practice?
Yes.  Being part of the TLLP had a positive impact on my own professional learning.  The ability to have the funding, release time and support of my colleagues, Dave and Sue, to pursue this initiative has been nothing but overwhelmingly positive.  Incorporating technology in the classroom has allowed me to reflect on my teaching practices, to reassess curriculum expectations and to grow as a teacher.  I have learned so much from this experience and I look forward to taking iPad applications further in my courses next year.

IPads and the Frog Dissection

My grade 10 students incorporated the iPads into our frog dissection lab.  The camera and video tools were used to capture their learning.

To replace the traditional pencil and paper lab assignment, a Google Document was used.  Students accessed the form with their iPads and completed it as they worked on the dissection.  At the end of the lab they shared the Google Doc with me for evaluation.

A sample of the Google Doc Dissection assignment can be found here.

A completed student assignment can be found here.

Using the iPads in this manner allowed for a more interactive lab experience, saved me time during assessment, and allowed me to have a clear view of their dissection skill and their understanding of body systems.

Desmos - A Great Graphing Tool for the iPad

I just finished the Linear Relations unit with my my gr.9 math class. We used iPads to help us create equations and graphs of linear functions.  The Desmos Calculator, a free online resource,  is a wonderful tool that I used to help the students understand the concept of linear relations.
The students were able to construct table of values from an equation, create graphs from a table or from an equation, and find the point of intersection of two linear equations.  We would often use Desmos to check our homework and verify our equations.  This was advantageous for me because I did not need to spend as much time correcting our homework.  There were no glitches that I witnessed when using Desmos.
Next unit is Analytic geometry.  I will definitely use Desmos to help the students understand the relationship between slope and y-intercept (with sliders) and use it to illustrate lines that produce parallel and perpendicular lines.  iPads have allowed us to use such resources without the need of a computer lab.

Yahoo!! My first YouTube.

My experience with the iPads took a step forward a couple of weeks ago.  I made my first YouTube video using the Doceri App and posted it on my google calendar for my students to access.

I had given a mini-ISU geometry assignment to my gr 9 math class and wanted to show them how the Pythagorean Theorem should be solved.  Since they should have learned this concept in gr. 8, I do not intend to spend a lot of time on it so I decided to create a short Doceri video.  It took about 20 mins (mostly because I was experimenting with the Doceri App) and found it was an easier task than I initially thought.  A couple of days ago, I taught my students how to find the point of intersection between two linear equations and how to use that point to make recommendations between two stores or options. I gave each pair of students a unique problem to solve and asked them to present their solutions using Doceri.   They were given limited class time to do their presentation since we were preparing for our unit test. The first group did a great job!  I gave minimal assistance and they just knew what to do.  The two girls created their presentation which included a table, graph, and an audio explanation in a short period of class time.  With their iPads in hand and Apple TV activated, the students successfully showed their Doceri video to the class from the comfort of their desks.  The rest of the class will be presenting their work tomorrow. I'm looking forward to seeing what the other students can do.  This is something I would like to do in the next unit.

The iPad and Flipping the Classroom

My next adventure in teaching is going to be flipping my classroom.  This involves posting video lessons for students to complete for homework and then spending class time practicing the concepts with teacher support and having the opportunity to then delve into the topics in more depth together.  I decided to get my feet wet with this approach this year and, using my iPad, developed my first simple video lesson on metric conversions for my grade 9 science class.  I used the App "Stage", made the video in my kitchen in between trick-or-treaters on Hallowe'en, and posted the completed video to YouTube for the students to access via the class webpage (created on our board LMS).

Students watched the video for homework and then came to class to practice conversions and work on more complex problems involving density.  Students worked together in small groups and coached each other on the concept.  I moved from group to group to offer guidance and suggestions and to give further support for those struggling with any of the practice questions.

Students were overwhelmingly in favour of this approach.  Comments included: "It was a great way to learn a simple concept";  "I'd rather do this more often and have class time to practice when the teacher is around to help"; "I liked it because I could rewind it if I didn't quite get something"; "I liked being able to help each other in class - I learned the concept way better"; "watching videos for homework is way better than my usual homework assignments"; "can we do this for every lesson?"

Definitely an approach that I will be exploring further.

The iPads and Hanging Out with The Pelee Island Bird Observatory

We attempted something new in science - a virtual field trip!  We saved time and money by hanging out on Google Hangouts with scientists at The Pelee Island Bird Observatory.  Using my iPad and AppleTV, I was able to project the event on our screen, and using the webcam on my iPad, I was able to broadcast the class so the scientists on Pelee Island could see and interact with the students.  There were a few glitches with wireless signalling, and students couldn't use their individual iPads since they didn't have the google hangouts app, but overall it was pretty awesome.  Students saw firsthand the process of capturing, measuring and banding various birds and could ask questions regarding the process.



We were even mentioned in the Pelee Island Bird Observatory Blog:
http://pibo.ca/en/fall-video-conferencing-program-a-success/

Hey Apple...what's up with Flash?

Tried to use the iPads to explore the website "CellsAlive" in class today.  The website requires Flash to run animations...something not compatible with the iPads...confusion/frustration ensued.

...tried to run ExploreLearning Gizmos on iPads as well....again...not compatible...more confusion/frustration/despair :(...apparently ExploreLearning is going to be iPad-compatible by Christmas (Christmas!!  As in the end of the semester....not helpful!)

This Flash issue will be problematic as many science animation sites that I incorporate into my courses use this technology.  Hopefully Apple comes up with something soon!