Tag Archives: emerging digital technology

Five Changes I’ve Seen in Teaching and Learning with the iPad

autumn leaves5. Changing the Discussion

Within my teaching context, there is a long institutionalized history of photocopying from textbooks and assessing students with essays, reports, and presentations. Of course, many teachers employed student centered pedagogy within their classrooms but you get the picture.

The implementation of the iPad has moved the goal posts so to speak. Instead of asking which textbook might supplement a lesson, we are now questioning why a textbook needs to be used. Instead of photocopying worksheets, we are looking to incorporate apps and use iPad based activities to get students interacting with the language they are learning. The discussion is exciting and all aspects of teaching and learning are student centered.

4. Connectivity

As a department we are learning more about the apps we have at our disposal and we are integrating them to increase students connectivity with the language they are learning. Students use the language and can make personal connections with it. Need a picture for visual support? Students take photos to make connections. Need to learn a grammar point? Students make videos to outline that grammar structure. When students become teachers of other students, there is a stronger desire to learn more about it so that they have all the answers. There is a stronger connection than just discrete grammar worksheets.

Students are connecting interpersonally in both face-to-face and online environments more than in the past. Of course I used learning management systems in the past in a blended approach in or out of class. But the ease in which they can upload and share their work is amazing. I often see iPads exchanged between hands to share something interesting or to show off their work. I admit sometimes it is to give answers as well…

3. Streamlined

But the ease in which students can produce something on their iPad and then upload is far more efficient than before. Before if a student were to write a report and include images, then a student would need a digital camera with a cord to transfer the picture into word document and upload. The iPad streamlines this as students use the one tool for everything.

Workflows are common for iPad activities and tasks. I find that students realize this and go in and out of apps with ease. They write in pages, find research online or ask questions in our Schoology page. Most students know gestures to get around really quickly too.

 2.Variety of Tasks and Assessments

I have already eluded to this a number of times but I am constantly amazed at the creativity and resourcefulness of teachers in designing tasks and workflows for their students. There’s a growing trend for us language teachers to utilize apps that feed into image-based apps like Instagram. This is not to say we use Instagram itself, but apps that allow users to write text and design their photos are being used to provide authentic ways to use the language.

Assessments are being reviewed and as stated before, no longer are we settling for the essay. Teachers are turning to tasks and projects that incorporate student creativity to produce. I’ve seen this many times; when students have an audience beyond the teacher, they work much harder in terms of quality and quantity. Students love sharing with their classmates and their family. These assessments are providing a real audience that increases student motivation.

1. Student Creation

Students are now creating and producing language within real-world contexts. Before it was just words on a worksheet but now they are words on a picture or e-book that can be easily shared with a larger audience. Teachers (and students!) are discovering apps to utilize. They are finding no limit to supplement the teaching of learning objectives. For instance I teach a unit on interior design and before students might make a diorama or a collage cut from magazines to complete design projects. Whilst there is nothing wrong with these, students invest more time on apps where they are designing and modeling 3D rooms. Students have commented that they feel more invested in the task and feel like interior design is their job.

create

Tagged , , , , , , ,

iPad: All-in-One and Workflows

I Love Milwaukee

I Love Milwaukee

I had two initial thoughts back in March when I first heard we were getting iPads. The first was PURE GOLD. iPads are fun. I had read a little about them in education and they seemed to be transforming classrooms. At that time, typically the classrooms that had them were elementary (primary) education classes and they were showcasing their use of apps to help with early childhood literacy, science or numeracy and maths. I began reflecting on applying this into the university ESL foundation classes that I teach and my next thought was WAIT A MINUTE. We have a curriculum in place and our students need to obtain a certain benchmark on the standardized IELTS test. With limited knowledge of the iPad, I wasn’t fully aware of how to integrate the iPad with the curriculum and learning objectives that I had for my lessons. Initially these institutional were parameters that didn’t seem as flexible, that is, until I realized the value of two things: the iPad as an All-in-One device and workflows.

Our university decided to implement iPads and based on my experience and knowledge of teaching and learning with educational technology, I applied and was successful in teaching a pilot class with only iPads (instead of laptops). I had earned my wings! I started reading feverishly and realized like a lot of people out there that the iPad is an All-in-One device. I realized the potential of integrating their real lives into their learning. If we’re doing a grammar tense or structure, then we can personalize it with their content. If we’re doing small research projects, then apps like Notability or Evernote might be useful in their collation of resources. Students here drift towards rote learning before exams. Whilst I don’t condone it, I certainly see that our current assessments promote this and we’ll need to start talking about that. But after we learn the words and actively produce the language, I showed them the flashcards app. Students loved it and couldn’t get enough. I even have students pulling unknown vocabulary from reading and listenings and making personal lists. Students never had the motivation before to do that on their laptop.

In my opinion, the iPad’s true potential is only realized when you use the All-in-One iPad within workflows. To me the workflow is using two or more apps to complete a task (I use task liberally). Students want to personalize a paragraph they’ve written in Pages? Then they take the photos on their camera and retrieve them from the photo library. They’ve created a very small workflow between the camera, photo library and pages. Another time, students created videos to explain different aspects of humanitarian aid. Students researched using Safari, stored notes using Evernote, discussed and shared resources on Edmodo, took photos using their camera, and created a video using ExplainEverything or iMovie. This was possible because the iPad has it all and I was able to design the learning task to move between these apps.

I believe in the potential of iPads but it must be based on sound teaching and learning. GREAT POTENTIAL INDEED.

Tagged , , , , , ,

Connecting Learning: iPads and Field Trips

Mosque field trip iPads

I recently had a wonderful field trip with my ESL students. Within the unit of work on Design, we travelled to the Sheikh Zayed Grand Mosque to see the design features of the mosque. I take students twice a year and usually ask them to bring a camera (i.e. phone) with them to document what they see. However this only captures limited amounts of design features. What about notes from the tour guide? What about asking tourists for their impressions? As soon as we had implemented iPads into our classes, I knew what had to be done.

Capturing

Going to the mosque is towards the end of the unit of work so students have already learned about design features. Students have come across videos and readings explaining terms and aspects. We also tie in Islamic aspect to design and features that are found in this region. Specifically, I ask students to take photos around their home, neighborhood or the university to capture what they’re learning and to visualize the term or concept. This can be problematic because female Emirati students may not be allowed away from their home without a male family chaperone.

On the day, students bring their iPad and start documenting the trip from the moment our buses arrive. They know they will be asked to present what they saw at the mosque so they start collecting resources to use. Typically they use photos but some create small videos giving a dynamic 3D perspective instead of the static 2D image. Students often walked around the design feature, like the design of a pillar, to capture all sides and views of it. But while on the tour this time I encouraged students to record (audio only due to tour guide’s rules) certain parts of the commentary. Usually we all just tag along and there is little interaction but since we’re recording, students want to get their voice heard and ask follow up questions. They also took photos and annotated on them in Skitch to remember what design feature they were documenting.

Explaining

As soon as we arrived back to our class, I witnessed girls starting to incorporate their photos, videos and audio commentary into their presentations. They were keen (excited?) to relive that experience and start preparing in their chosen apps. Some chose Keynote to present face-to-face but others chose ExplainEverything or iMovie to make a movie to play for their audience. I was amazed at the connections they were making with the design features we had studied and they demonstrated this visually. They were also quite curious when reviewing the commentary.  The audio quality wasn’t great so I was listening and helping students a lot. But students sought clarification and explanation from me and the internet to understand more about the commentary. If we hadn’t recorded it, the learning opportunities would have been lost at the point of delivery. During our presentation Bazaar (MarketPlace styled presentation), half the class presented in a room at the one time (and then swapped) and other students and teachers went around to hear students present. Students who had movies stood next to their movie and played it on the iPad but others spoke live. This was very successful because at lots of points throughout the process, students interacted with the language and content in different forms and both virtually and in real life.

Tagged , , , , , , ,