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!

1 Month in...The Not-So-Good

 While using the iPads in the science classroom has mostly been a positive experience, there were a few glitches...

In terms of deployment, we labelled each iPad with label stickers...these didn't last long as they weren't adhering well to the iPad cases.  We had to relabel with permanent marker.    Each student was assigned a specific number that they would be responsible for, for the entire semester.   One of the problems with putting the iPads back is the fact that the numbering system that comes with the cart is difficult to read properly and students often put their iPads back in the wrong slot, which requires reorganization at the end of the period when time is short.  We had to relabel the cart to facilitate this process.  Also, we have had to remind students that they must only use the iPad assigned to them and must check that they have taken the right number.  The actual process of picking up and putting back the iPads seems to be a bit more chaotic than I would like and generates long lines at the cart as students retrieve/return iPads.  

We developed rules for iPad use (see sidebar for copy of use agreement) and strongly indicated consequences for students using the devices for purposes other than classroom activities...thus far, one student has violated the agreement (playing games on iPad during a lesson) and as such lost the privilege of using the iPad for 1 week (he gets paper and pencil only for 1 week).  Proper use is difficult to monitor and requires constant vigilance.

Our iPads are shared between 3 classes (1 math class and 2 science classes).   Because the iPads are shared between classes, and because the same apps are used by all of the classes, we have had to be careful about ensuring previous student work that was saved is not lost.  So far, no one has deleted another student's work, but I can see this as being a potential concern.  In addition, students in all classes have access to and can view the saved work of other students...this could become problematic in terms of student privacy as well as the issue of copying what others are doing.  I have no idea how this can be avoided with our current model of iPad use and is just another area where iPad etiquette must be taught and enforced.

My biggest issue is with TIME!!!  As anyone who teaches knows, we are always struggling to finish curriculum.  In science we never have a day to spare if we want to cover the entire course.  In utilizing the iPads, I am always struggling to balance that need to fit in all the curriculum with the desire to try new things using the iPads.  My struggle is with the fact that the iPads cannot be taken home by the students.  As such, any assignment/project/activity I do using the iPads must be completely finished during class time, particularly those activities that require the use of Apps.  Students who do not have iPads or Apple products at home are unable to complete work outside of the classroom.  This is proving to be a significant stumbling block for me. 

Two Weeks In...The Good

We have officially begun the iPad experience!

So far, in science, I have used the apps:  Educreations, TouchCast, Explain Everything and Baiboard (see our reviews of the apps we've used elsewhere on this website), in addition to the camera/video functions and general research on the internet.  Students used TouchCast to introduce themselves; Educreations to brainstorm "What is Science?"; Explain Everything to chronicle their experiences with a dry ice lab activity and Baiboard to practice creating data tables and graphs.  While I had working knowledge of how to use these Apps before we began, the students ultimately found many more "cool" features that they then taught to me...I fully expected that this would be the case and I am perfectly happy to be on the receiving end of their technological savvy -which, for the most part, exceeds mine.  During the first week of classes we also had the tech-expertise of our Math/Science/IT consultant and TLLP partner in iPadding, David Petro, to help navigate the occasionally bumpy road of iPad deployment.  Whenever anything failed to work properly, we were able to say "...and now Mr. Petro will take it from here...."The students submit their work to me using the iPad via their Google Tools2go accounts (google docs, presentations, gmail, etc) and I evaluate their submissions and email them their results.  They have also used their iPads to respond to various Google Forms I have posted (surveys related to Science Knowledge, experimental design, etc).  

With respect to charging the iPads, we have found that with our usage between 3 classes (they are not used constantly...but for maybe 20 minutes each period)...they require charging again by Thursday or Friday (charging once a week has been working for us so far). 

Some Glitches

Although, the iPads have been great in the classroom, I have encountered some snags in the sharing and usage of the iPad cart.

For instance,  those who know me can say that I usually pack my lesson. I keep the students busy until the bell.  Consequently, I had to rush to get the iPads back into the iPad cart and roll it across the hallway to the science room on time.  I've since asked my students to remind me when there is 10 mins left of class time.  It is a bit of an inconvenience to share a cart between different rooms.  Although the set- up is easy, it still takes up a few minutes.  My other TLLP partner, Sue DiLaudo, has been very patient and understanding with my less than stellar timeliness.  She uses the iPads with two of her science classes.  I get the cart first thing in the morning. A part of my problem is that I teach the s similar gr. 9 math course right after and  I compare the amount of material covered.   Trying to do too much in one period can get frustrating.  I've learned to be more relaxed and less concerned about the pace.   I'm confident that I will get back on track now that the iPads have become a daily routine.

Another glitch that I've encountered is the usage of two projectors, the one connected to the AppleTV and the one for the SmartBoard.  My lessons are on the Smartboard. I have to remember to switch from one projector to the other.  It is clearly redundant.  Still looking for a solution.

Unpacking the iPads

Just spent the morning getting the iPads organized.  All thirty are now labelled and sitting in the shiny new cart with the computer expert downloading our long list of apps.  My TLLP partner Sue and I stood back admiring how fancy the whole setup looked and then simultaneously sighed at the realization that we are now responsible for turning those awesome new toys into educational powerhouses....thankfully we still have a lot of summer left to figure out how to transform our courses into ipad-friendly formats.  

We purchased ipad cases that seem to work well and offer some level of protection.  We also purchased the ipad screen protectors...we aren't huge fans.  They are difficult to apply and even after several minutes of tinkering there are still air bubbles we can't get rid of (even using the credit-card-like device that was included with the protectors and is supposed to smooth out the bubbles...not so much).  The protectors take away from the look of the screen and after trying with 3 or 4 ipads, we abandoned the process for now.  If we can get refunds, we will return them and take our chances without the protectors.

We used a label-maker to apply labels to each ipad and the storage cart has numbered slots that will help with the organization aspect.  Each student will be assigned a specific number for the duration of the semester and is responsible for the care and condition of that ipad.

Our cart now holds 30 ipads, the macbook pro, a BENQ projector and the apple tv.  We also have an external storage for backup that will be stored separately from the cart.  The cart has 2 padlocks - one secures the ipads and the other comes with a cable and bracket that allows the entire cart to be padlocked to the wall. We will be adding a set of computer speakers to the cart as well to have a completely mobile presentation unit.  Our computer tech recommended purchasing the iworks (pages, keynote, numbers) or microsoft suite of software (powerpoint, word, excel) for the macbook so that it can be used as more than an ipad configuration centre...will see if our application budget allows for that addition.

Now the challenging part...designing the courses with the ipad in mind and making sure the use of the devices is authentic and has a meaningful impact on student learning.