Managing Class/ School Issue Ipads
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We are starting our second year of having iPads in our elementary classrooms, our Title I CCJH classrooms, and some of our AJHS classrooms. We've created a list of tips for managing the equipment in our classrooms. Tip 1: Team decisions regarding equity
Flickr:Flickingerbrad By Matt Levinson
In trying to solve the question of how to get products created in "sandbox'd" iPad education apps, colleague Mary Ray and I started a table outlining the ways that various education apps could export data out of them. Below is a preliminary table with a few apps...undoubtedly, more apps could be added. Based on that table, I wondered how hard would it be to automate "turning in" of app creations to places that would be easy for the teacher to look. For me, the goal is to identify common paths teachers and students can take to facilitate exporting of data. For example, since it's clear that most apps will export via email, what are some of the best ways to handle that?
Updated 06/23/2012 A Texas colleague recently shared the following list of questions relevant to iPad implementation...rather than respond to them in a "closed" environment, i thought I'd post them here and invite folks to pitch in and help sharing their approaches. I like going through questions like this because it helps unearth questions that my team and I haven't considered, as well as revisit questions and responses we have. Here's the original prompt: Our district has purchased a number of iPads over the past year. It started as admin devices and then some teacher devices were added and now some have purchased iPads with the intention that students will share them.
An elementary school in our district recently got 30 iPads and asked for some advice implementing them with students and teachers. In addition to suggesting some starter apps, I recommended that we have conversations with kids around the appropriate use of these devices. While almost every child has used an iPad, iPod Touch, or iPhone, the exciting learning opportunities these mobile, Internet-connected, media creation devices create also open the door to new challenges.
I recently got a question from a corps member in Colorado who has a new set of iPads to use in her classroom. She wanted to know how to set blocks on certain apps in order to keep scholars on track. Since I’ve used a class set of iPads since September, and since classroom management is one area in particular where I’m always trying to improve, I’m acutely aware of the issue. Short answer: managing middle schoolers on iPads is not really possible through iPad restrictions.
Notes from TCEA TECSIG breakout session, October 13, 2011 Carl Hooker, Eanes ISD Did a great deal of research via Twitter, Skype, in preparation for bringing iPads to students.
Here are six pieces of advice I would pass on to anyone leading the Teaching and Learning side of an iPad deployment. I’ve learned as much from our successes as our shortcomings and hope you find this helpful. 1. Start with the learning
iPad Management An iPad is a wonderful tool but like all technologies you need to have a system in place to manage the technology. This includes the purchasing, technical support, student usage, student guidelines, acceptable use policies etc. Here are a few things to consider before embarking on this journey! If there is a fee for an app, that app needs to be purchased for every school owned iPad! You cannot buy apps and download them to multiple iPads unless you puchase multiple copies of that app.
I'll be honest, I was not always an Evernote user. I had a few occasional encounters with the program, but never really found a place for it in my life. That all changed this summer when I decided to commit myself to using Evernote for all of my note taking needs. I couldn't be happier about my choice. I love Evernote and cannot imagine being without in my daily life. All of my important information I want to access is kept in Evernote.
Planning is imperative for any technology initiative - iPad or otherwise. You need to ensure that you clearly understand and communicate how the technology integrates with your overall pedagogical objectives. Too many institutions purchase technology and then search for ways to utilize it ... or leave it collecting dust on the shelf. Planning needs to consider both infrastructure needs and the educational applications of the new technology. Without the proper preparation, technology initiatives are liable to become expensive failures.
Now that the iPad Cart in my building is up and running ( a process that was frustrating, confusing, annoying and ultimately rewarding ), it is time to start using the iPads in classrooms. Along with a colleague of mine, @katrinakennett , we are going to embark on a completely paperless research process with a 10th grade English class. The process will take place over a three week period and along with this initial blog post, I will be chronicling, blogging and reflecting on the process along the way.
With the spectre of OFSTED hanging over schools and the new framework unsettling leadership teams across the land, it seems pertinent to link the ‘Quality of Teaching’ grid to my technology filled ‘flipped’ lessons.
Do delete content . Since you are mirroring the computer's iTunes Library onto the iPods, deleting items from iTunes will delete them from the iPods. After you no longer have a need for a podcast, video, or audiobook, delete it so it is not taking up room and cluttering up the iPods. Chances are you want to use this content with a future class. If it's something you will use again, drag and drop it into a folder on your desktop. You can drag and drop it back into iTunes for the next time you want it synced to iPods.