It was a great chat, where we compared US, NZ and Canadian school systems. Afterwards I was checking out Holly’s stuff and came across her great introduction to iPads in Classrooms. I checked with Holly and she was keen I do one of my visual representations of the ideas. So here it is, my visual, albeit briefer introduction for teachers who just got iPads: Holly ClarkEdTechTeacher.org 9 Starter Tips for Teachers Who Just Got iPadsPNG (No links – 1mb) PDF (Links – 2mb) Like this: Like Loading...
Related 2 Teachers have 9 thoughts as iPad turns 5. The Dos and Don'ts for Integrating iPads. "Put your wands away!
" Professor Umbridge from the Harry Potter stories would tell the students at the beginning of each class. After a few classes when Professor Umbridge would make the announcement, "Put your wands away," the students did not have to do anything because they never even bothered to take the wands out. Interestingly enough, I witnessed a similar experience in my own wizarding school, um, I mean just school. Forgive the allusion to Harry Potter, but there are just too many wonderful parallels. Our freshman and sophomore students all had iPads (wands) and some of the teachers would have them looking up information, collaborating on an app, or watching chemistry movies.
Teacher Tech Blues. From Toy to Tool: How to Develop Smart Tablet Habits in Class. Digital Tools Flickr: Brad Flickinger By Matt Levinson As the explosive growth of tablets finds its way to schools, teachers and administrators need to continue the work of figuring out how to best incorporate tablets into the learning experience of students.
Managing tablets as learning tools in the classroom is not easy, especially when many kids use them largely as toys outside of school, if they have access to a tablet in their home environment. 3 Ways to Encourage Higher Order Thinking with Technology. As a teacher, I relish the days of summer because I am given the opportunity to learn, rethink, design, and fine tune my teaching with the hope of being able to inspire students and teachers in the coming school year.
This summer I have fully embraced the SAMR model of tech integration, fine tuned my ability to align learning experiences to the CCSS and discovered some new flexible and digital tools along the way. Now it’s time for me to think about helping teachers embrace the changes that are necessary to encourage and develop students who are deep thinkers, creators and collaborators. A quote from Justin Reich on MindShift comes to mind Thoughts from MindShift via Kwout “One simple way of understanding our pedagogical theory of iPads is that we dn’t want them to just become replacements for notebooks and textbooks, we want them to be objects to think with. 8 Things Kids should Be Able to Do with Technology.
I just came across this graphic on Twitter and it straightforward picked my interest.
I was contemplating the deep meaning it communicates and could not agree more. The message is clear: technology is a means and not an end. However, still water runs deep and if we dive a bit under the surface meaning we ll arrive at the core of the problem behind technology use in schools. Instead of integrating technology into education in a structured way that enhances learning and consolidates the insights students garner in class, technology is often being used for the sake of using it or at the most for carrying out traditional taks in a techy way. Using SAMR terms, teachers are still operating within the substitution level in that they are using new technology tools to replace old ones, for instance, using Google Docs to replace Microsoft Word. the task ( writing) is the same but the tools are different.
Managing those iPad videos. VIDEO IS THE NEW PEN!
(…and it’s mightier too!) The thought makes many people think the world has ended but for 21st Century kids, videoing their thoughts and creations and experiences and then publishing it to the world is as easy as picking up a pen. In fact, most are more likely to have a device ready to film, edit, add subtitles and music than a pen or pencil. I like to think we only ever used pens because we didn’t have a video camera in our pocket, sorry if that upsets anyone.
For example, my kids do write poems but performing them as videos makes them really think about the effect their words have on an audience. Teaching and Learning with the iPad – a 3 Year Review. In this excellent 3 part article series, Principal David Mahaley shares lessons learned from the 1:1 iPad program that he has overseen in his role as Principle of The Franklin Academy.
David has written several excellent articles for EmergingEdTech, and is the author of the eBook Teaching and Sharing with the iPad: Instructor Quick Guide. I am delighted to publish this series of posts in which he shares the perspective of the Administrator, the Teacher, and the Student, after nearly 3 years of experience with integrating the iPad into the Academy’s curricula. – KW The Franklin Academy, in Wake Forest, North Carolina, completed its third year implementing iPads into the instructional environment.
This has been a blended approach including teacher issued iPads, class sets in the K-8 program, and a true 1:1 format at the high school level. Teaching and Learning with the iPad – a 3 Year Review (Part 2) Today we continue the article series from Franklin Academy Principal David Mahaley that we began Sunday.
In the first installment of this three-part review of the iPad in teaching & learning, we examined the administrator’s point of view. Today we learn about what teachers have experienced and on Thursday we will conclude with insights shared by students. The Teacher Over my 20+ years in education, I have been a part of numerous technology initiatives. Teaching and Learning with the iPad – a 3 Year Review (Part 2)