Community Focus Group Update

We hosted our first Community Focus Group of this academic year (but the third of our trial) this morning. Once again, we had a fantastic group of students, parents and teachers working together.

We started our session by reviewing some of the key highlights from the student and parent surveys. This was a great starting point for our main focus of discussion, reflecting on our indicators of success for the trial.

Indicators of Success

Last year, in our first Community Focus Group meeting, we developed 4 key indicators of success for our iPad Trial. We determined that if these 4 criteria were met, we would have had a successful trial:

  1. Developing transferable skills, as we don’t know what future technological developments will be
  2. Learning from each other – parents from children, teachers from students and vice versa.
  3. Learning in different ways that enrich the learning outcomes.
  4. More learning can take place outside the classroom.

Now that we have had more experience in a 2:1 environment, we spent some time thinking about these 4 indicators: Are they still appropriate and relevant for us? If we achieve these, have we demonstrated a successful trial? Is there anything else we are missing. Each indicator was discussed in small groups (parents together, students together, and teachers together) and then shared, revised and confirmed by all stakeholders. Our new success criteria are:

  1. Develop transferrable and timeless skills that can be used for current and new technologies. (These transferrable skills can include interpersonal skills, communication skills, and balance, as well as technological skills).
  2. Teachers, students and parents are learning from each other – children from adults and vice versa.
  3. We are learning in a variety of ways.
  4. Learning takes place in a variety of locations.
  5. iPads are used intentionally to help students continue to develop their skills, experience and knowledge.
  6. We maintain balance in our lives.

Reflecting on the Indicators of Success

Once we had our new list of indicators, we reflected on some successes so far, and some suggestions for the next semester. Here are a few highlights:

Successes so far:

  • Students feel more confident at risk-taking, learning how to be confident to do different things.
  • Students can choose the best way to combine the two devices – Skype with one person on the iPad for HW, type on the laptop at the same time, for example
  • Voice recording has made presenting skills much easier to develop – easy to practice, listen, revise.
  • Students are feeling more organized by using Notability in maths – keeps worksheets altogether, less chance of losing things.
  • Students don’t have to learn too many new things, many apps are the same as on laptop.
  • We are learning from each other  – for example, students easily taught their parents about frequencies and old people going deaf in science using an app.
  • Teachers are open to learning from students.
  • This is not just a replacement for the textbook, but opens up different combinations of ways to show learning, etc.
  • Students can go deeper into projects and find more details, research, etc. than if we just had textbooks – mandela => apartheid => colonialism
  • It’s not that we are learning more, it’s more the way we are learning varies.
  • The iPad can be used instead of a phone – take photos, notes, record ideas wherever I am.
  • I can work on iPad in different environments like a park or a cafe, practicing kanji on the train.

Suggestions for next semester:

  • Managing projects and multitasking is a good skill we could use for other things, we really have to learn how to manage time and switch between different classes and projects better. The skills of switching between different apps & devices could also be helpful for developing skills of switching between tasks as adults.
  • Expand use certain apps that have been useful in another subject eg Notability.
  • Make better use of, or revise, the “Top 10 Apps”.
  • Sharing our work with others, teaching others how to use things, teaching younger students and even parents how to use apps.
  • Student and teacher teaching sessions for different apps perhaps during tutor.
  • More teacher-directed use of apps for development of new skills and application across subjects.
  • For new people, both devices can be tricky to learn and use – identify support sources (tech buddy in each class, access to teachers and tech support).
  • Make sure to continue to focus on balance – there is value in both the new ways and the traditional ways of doing things.

Next Steps

We will continue to reflect on the trial so far, and plan to implement these suggestions in the next semester. There will be additional Community Focus Group meetings during the second semester to continue getting feedback and reflecting on the process. We are looking forward to seeing our trial continue to grow and develop over the next semester as students, parents and teachers become even more comfortable with having, managing and balancing two devices.

 

Mid-Trial Feedback

Now that we are about half-way through the trial, we wanted to see how things were going and get ideas for how we can continue to improve in the second semester. So, we spent the last few weeks gathering feedback about the iPad Trial so far.

We sent a survey home to all grade 7 parents on December 3rd, conducted a similar survey with all grade seven students the following week, collected video reflections from the students, and interviewed teachers. We received about a 40% response-rate on the survey from parents, and 100% from students (since we asked them to complete the survey at school).

We will combine all of these elements into a mini-documentary highlighting teacher and student impressions of the 2:1 trial, but in the meantime, here are some of the highlights from the surveys (please note these are copied and pasted directly):

From the Parent Survey

“They seem to be good tools for learning. However, between the laptop and the iPad, it seems that our daughter just has too many technology distractions and more opportunities to waste time. She is really struggling with time management. The computer and iPad are too distracting for this level of maturity. It’s worse this year with the addition of the iPad.”

I am positive about the iPad as a tool for learning, however I think that the specific apps are not used that much and therefore do not add a lot of learning possibility; the efficiency of 2 screens is the biggest advantage.

I think the iPad allows for creativity and flexibility during school. I have not seen him use it much at all for homework, so I am not sure that it is necessary for each child to have both devices and bring them both back and forth each day. He does have his own, non-school iPad which he uses for fun on train journeys and when out and about.

I believe it has been a very good experience so far. The apps have been very useful to help my son complete his projects. In the beginning he sometimes didn’t know which technology to use but I noticed that he has been a lot more confident recently and knows exactly when to use the ipad or the computer.

From the Student Survey

I think the best part of having a Laptop is that it makes it easier to send work to teachers and you can make interesting projects. I think the best thing about the iPad is how you record on the iPad because it’s really easy. Maybe we should try to use the iPads only when necessary.

 

It gives us more opportunity to do projects in different styles. In PE we are using coaches eye, and its much easier to explain my ideas, because you can annotate and make the video slow-motion. I want teachers to learn about the I pads more, and experiment with it to see if its really effective. At the moment I can’t judge how useful they are because were not using them enough.

I think having the IPad is a good idea because its easier to do more things like taking notes, making short videos, photos, and many more. having an IPad and a computer helps me get things done quicker and be more creative with my work.

There are different functions on the iPad that you can’t do on your Laptop and there is easier accessibility to certain things. The Laptop is helpful when doing summative assignments and homework that involves more work like typing a essay.

Its really easy to film, so What I like to do is film on the Ipad, then edit videos on the computer, so I could use a good combination with the Ipad and computer.

The best part is that we can choose the best tool for classes and homework that can do the job we want to do better than the other. Maybe we could use the iPads for different classes and activities that we have not used them for when in reality would be useful.

Next Steps

We will use the data we collected to inform our next Community Focus Group meeting in December. We will also conduct another round of surveys and interviews later on this year.

iPad Institute September 2014

On Wednesday, September 24th, we hosted our second iPad Institute to launch this year’s iPad Trial. Once again, the institute was a very successful experience, with the grade 7 students spending a day together exploring and learning about their new iPads. The day was broken down into 4 key parts with a parent presentation the following morning.

Part 1: Reflecting on the CLC Vision

For the first session we wanted to stay focused on our CLC vision to give a clear purpose, focus and framework for learning with the iPads. We started with an introductory presentation to set the stage and highlight some key themes for our trial. Once we had the background and purpose defined for the students, we wanted to give them some time to think about how their learning experiences might be different over the next year, and how that will fit into the framework of our CLC vision. We developed 10 different activities (2 for each of the 5 themes of our CLC vision) that the student groups would rotate through:

  • Attitudes and Behaviors: Our community will be characterized by inquisitive, discerning, open-minded, and self-directed learners who use technology in a balanced and responsible manner.
    • Activity 1: Acrostic Poem: Write your name in the boxes provided. Use the letters in your name to create a poem describing how you will use your iPad as a self directed learner.
    • Activity 2: I used to, Now I will: For each aspect of the vision statement, explain what you used to do, and then what you will do now. eg: As an inquisitive learner…. I used too…. Now I will…
  • Learning Environment: Ubiquitous access to technology tools and resources will enhance our learning environment, expanding horizons beyond the physical classroom. This will empower YIS learners to access information, collaborate, and exchange ideas within the YIS community and around the world.
    • Activity 1: Before & After: Use the small boxes of paper to draw yourself learning in one of the environments given or an environment of your own choice. Draw yourself “before” having an iPad and “after” having an iPad. Glue your pictures on to the big paper. If you can’t think of an example for the places given, use the blank paper to add a new location.
    • Activity 2: App Smash: List apps that help you learn outside of the classroom to: access information, collaborate, and exchange ideas 
  • Actions and Decisions: Our actions and decisions will demonstrate responsible digital citizenship, reflect our school values and create a positive online presence.
    • Activity 1: Manifesto: Write your own contract with yourself describing how you will make good choices with both of your devices. List 5-7 commitments you will make to ensure you will make good choices with your iPad. Sign and date it at the end.
    • Activity 2: Gingerbread People: With this activity, student will label the gingerbread men with statements that show how a persons acts/feels with the ipad. Example: With these hands, I download apps that will help me at school. If time, students can add “accessories” (earbuds, for instance).
  • Educational Experiences: Educational experiences will be authentic, imaginative, and provide for different learning paces and styles. Learners will be encouraged to become independent and enterprising in order to meet the challenges of a constantly changing world.
    • Activity: Tableau: With your group, stage a scene that shows what you image a learning environment will look like with two devices. Ask a teacher to take the picture using the iPad provided. Upload to the YISCLC Instagram account (already open on the iPad) and write a description of the scene in the caption.
  • Community: Our Connected Learning Community will provide a sense of identity and belonging that will enrich our overall school community and connect us with others around the globe.
    • Activity 1 Headlines: Write a statement about how the iPad will allow you to connect with others. Have a 1 minute discussion, take 30 seconds to write your own headline, then share your headline (identify 1 positive quality for each), and finally create a group headline.
    • Activity 2: Create an App Icon: Create an app icon that represents your community with an iPad. Choose a color, symbol and name that represents the message of the vision statement.

Part 2: Unboxing & Set-up

We learned a lot about this process last year, and were able to set up the iPads in lightning speed this year. Creating their Apple IDs in advance was very helpful, and we went through the process very smoothly. Once the iPads were unboxed and ready to go, the students connected to our AirWatch YIS store (which is how we’re distributing all apps to students) and then they started downloading our top 10 apps. As soon as they had most of the apps, we had them partner up with anyone else who was finished to complete this scavenger hunt to customize their iPad and start familiarizing themselves with our apps.

Part 3: Learning the Top 10

After a lunch break, we had each team become an expert in one of the top 10 apps. They had about 20 minutes to explore with the app, and think about how it can be used for learning. Then we split the teams and they taught each other in a speedgeeking rotation:

 

Part 4: Wrap-up & Preparing for the Parent Session

For the final block of the day, we did a wrap up of their learning and made sure to answer any remaining questions. We also spent this time planning and preparing for the parent session the next day.

Part 5: Parent Session

For the first two periods the next morning we had about half of the grade 7 parents join us for an introductory session. We showed the following presentation, and the students highlighted their learning throughout.

iPad Trial Feedback Results

Over the last week we’ve received lots of great feedback about the iPad trial through conversations with students, parents and teachers as well as all three feedback surveys. Here are a few key highlights:

Survey Highlights

All stakeholder groups, parents, students and teachers felt that the iPad:

  • enhanced student creativity,
  • increased student engagement in their learning,
  • provided more opportunities for student choice,
  • and allowed for more “fun-ness”,

while keeping the workload about the same during the trial.

In terms of efficiency and productivity, parents felt students were more efficient and productive, while teachers and students felt that both aspects remained about the same.

From the parent survey:

Parent Survey: Creativity

All stakeholder groups (parents, students and teachers) felt that the iPad Institute helped students to be very prepared for:

  • managing their devices (setting up their iPad, downloading apps, syncing, and charging)
  • being responsible with their devices (bringing both to school and selecting which device to use)
  • using the Top 10 Apps for learning
  • maintaining balance with multiple devices, and staying focused during class. However, all parents and students agree that it was more difficult for students to stay focused while at home.

Parents felt that the iPad Institute helped students to be very prepared for understanding the purpose of our iPad Trial, as well as learning in a 2:1 environment (2 devices per student), while students and teachers felt they were somewhat prepared.

From the Teacher Survey:

Teacher Survey: Prepared

From the student survey:

Student Survey: Balance

Here are some highlights from the general feedback section of each survey:

From Students:

  • “We had a choice of what to do. We didn’t only have to use the computer we could be unique from other people and have a different style. It’s also more exciting to choose which tool you want to use. Holding something and actually feeling is better. Another reason why it’s better is because if you forget your computer or iPad you always have a small back up.”
  • “The best parts of having an iPad was the choice of which apps to use for assessments and the ability to present in different ways than usual.”
  • “I think that the highlight was being able to have two things at once so that you can research and type out. It also makes it easier for you to read books. Also when doing a speech, speaker notes were easier rather than paper.”
  • “Using an iPad helped me do things easier and quicker than I could have done them on my laptop. But also, since they are complementary devices, they were both good to use. Using our iPad instead of computers in some occasions made our projects in class more fun and efficient.”

From Teachers:

  • “I have found the iPad great for my own productivity! I think the students will need a lot of training to fully realise the potential of the tool.”
  • “It seems a bit ineffective since opening and working with the different apps and technology takes a bit more time compared to working from a book or direct instruction but it makes the learning more fun so that gains a whole lot. The students were motivated to work with the iPads and making videos, recording and sharing in a quick way was effective and fun.”
  • “The iPads are helpful for kinesthetic learning and can support collaborative work without the barrier that laptop lids can sometimes pose. They can also be useful for scripts / notes / flashcards when presenting (as does paper, but the tech. offers easier changes and encourages students to revise their writing and edit while rehearsing). However, aside from the mobility that the iPad provides, laptops remain the main tool for the majority of technology-rich classroom teaching and learning.”

From Parents:

  • “I think it was a great experience for my daughter and a definitely useful tool for her learning. We’re thankful to be a part of this initial trial and we hope for its launch in the near future.”
  • “It was effective for my daughter to quickly research some materials on the internet. My daughter preferred using her PC for her homework and other works. She tried to utilize using her iPad on the train while commuting.”

Looking Ahead

It’s exciting to read the thoughtful and balanced feedback from all three of our critical stakeholder groups. Based on this feedback, we have highlighted some key themes to focus on as we move forward with the second phase of this trial (beginning in August 2014):

Managing Time & Distractions

Based on the feedback results, students are well prepared to focus on learning during school time, but struggle to manage this challenge at home. We will use the iPad Institute, as well other opportunities during the school year to help students build these skills. In order to continue to support parents, we’ll provide time to strategize together, as well as resources to help build good habits at home.

Complimentary Devices

This is one of the key elements of our trial. Having the iPads for only three weeks this semester made it more challenging to try to use each device in the most effective way. Next year we can highlight the different ways to make the most out of both devices, without feeling pressure to try everything in a limited timeframe. Getting to know a new tool always takes time, which we will have over the course of the next school year.

Balance

As always, we will continue to work towards helping students (and teachers, and parents!) find balance in their use of screen time. Over the course of the year next year we can continue to reflect on this process and see which strategies and approaches work best for all stakeholders.

iPad Trial Phase Two

Based on the outcomes of this short-version of our trial we will continue in the next school year with next year’s grade 7 students. We have tons of great ideas for continuing the areas of strength in this first phase of our trial, as well as for improving the areas that we found challenging. We are looking forward to working with together with the students, parents and teachers of grade 7 students next year to see what we can create!

Wrapping-up Our Trial

It’s hard to believe, but we’re already halfway through our iPad Trial. We’ll have two events next week to begin to wrap-up the process:

Monday

Grade 7 Teachers meeting in the Loft at 4:05pm. Please find the agenda here.

Friday

7A & 7B will return their iPads during P8 in the Loft. If you teach 7A & 7B at that time, please come to the Loft to help with crowd control. We’ll have a few quick technical things to do to erase and restore the iPads and then we’ll have a short reflective conversation. 7C will return their iPads in Humanities as they have an assessment that period.

Thank you for all you’ve done to make the trial a success, for welcoming us into your classrooms this week, and for sharing your stories here on the iPads blog! Looking forward to hearing about more highlights on Monday!

First Day iPads in EAL


photo 1
EAL 7 will be creating their Escape the Room game using Minecraft. The target audience will be EAL beginners/intermediate students.

I was so surprised when they suddenly whipped out their iPads and used Notability to sketch and discuss their plans. There was so much meaningful conversation in ENGLISH! They shared their plan and uploaded it on a shared Gdoc.

I’m SO impressed!

First Day iPads in PE

We put them to use straight away and it was a very rich experience. The kids ability to break a skill down and build it back up was excellent but what struck me was the conversations that were happening. We have done lots of peer coaching in PE but with the iPads, the conversations were much deeper.

iPad Institute for Students & Parents

Our 2:1 trial has officially started with our first ever YIS iPad Institute! The Institute was a day and a half, with the first day focused on students and the second day offering a combined session for parents with their children.

iPad Institute for Students

We started our iPad Institute on Thursday May 8th.  All seventh grade students were issued an iPad Mini to compliment their MacBook Air 11″. We had a great day of learning together, focusing on:

  • why we are starting the trial,
  • how we can continue to follow our CLC vision with multiple devices,
  • and how to use the top 10 apps that will be used in many subject areas during the trial.

For an overview of the day, please check the schedule here.

Some of the highlights were:

Students started the day with lots of questions about why we are implementing this trial, and at the end of the day they were able to answer those questions for themselves. They talked about the many different learning opportunities the iPad would give them (particularly to interact with the device, to be able to write and draw naturally, to be more mobile with their learning, and to be able to share their learning in more multimedia formats).

We spent lots of time thinking about how learning could be different in a 2:1 environment, structured around the five key themes of our CLC vision statement. During this time students participated in many different activities which gave them a chance to identify areas of strength and growth for them. Many students highlighted their excitement about being creative, independent, and self-directed in their learning. They also noted the importance of taking good care of their devices, being responsible for their own learning, and maintaining a good balance between the different things they do.

Students set up their new iTunes account and were able to download the top 10 apps, as well as dozens of other apps that the school will provide through our specialized YIS iTunes Store (using AirWatch). Once they had access to all of those new apps, they spent the afternoon learning, and then teaching others, how they work and how they can be used for learning.

iPad Institute for Parents

On Friday morning, we concluded our iPad Institute with an introduction session for parents, joined by their children. This was a great format for our introduction because it allowed the students to show their parents how they will be using their iPad, and it offered a great opportunity for both students and parents to ask thoughtful questions and everyone could hear the responses together.

This session featured a slightly updated version of the presentation we shared at the earlier parent evening (back in March):

Some of the key highlights of this session were:

Students shared their learning from the previous day, particularly about:

  • how their iPad allows them to be more mobile in their learning (for example: using YouTube Capture to record and edit video, rather than walking around with their laptop open to record);
  • how they can share their learning in lots of different ways using apps like PhotoBabble to record their voice over an image, or VoiceRecorder HD to simply record their voice;
  • how they can take advantage of the natural input (writing with a stylus, rather than typing) using Notability or Explain Everything; and
  • how they can really dive deeper into analyzing real-world activities like sports in PE or science experiments using Coach’s Eye.

We discussed concerns about spending more time on devices now that students have two, rather than just one. The goal is that students become more efficient and selective about how they use both devices – using each for the purpose that best suits. For example, if students would normally have a half an hour of homework on their laptop for one subject, they won’t suddenly have an hour, it may end up being 15 minutes with the iPad and 15 minutes with the laptop instead.  This also applies in the classroom where teachers and students are encouraged to view the devices as complementary – they work best when used together, and for the right purpose. We’ve seen some fantastic outcomes already just in the two days since the trial started. Here’s a great video from Alex Thomas in PE:

We talked about the importance of continuing management structures that work for their laptop, both at home and at school. Each family has their own practices to help manage time on devices, and should be encouraged to continue what works for them. Often parents here “you’re the only one that makes me….” and we reassured parents that in fact, most parents follow some sort of structure at home to manage time online – and in fact, you’re not the only one. One of the really effective structures we use at school is no devices at break and lunch (unless they are in the supervised CLC workroom). Some of the parents highlighted some strategies that work for them like:

  • turning off the wifi at a certain time (or turning it off for just one individual person in the home)
  • different expectations for different family members based on age and responsibility
  • a set bedtime
  • starting with homework first, socializing later

We highlighted the value of the iPad as a personalized device – rather than a shared device. The way it’s designed, with multiple apps to log in, rather than just one log in when you turn on the device (like a laptop), makes it extremely cumbersome to share. Plus, the amount of media and data that’s stored on the device to customize it so that it works perfectly for you (ie: your e-mail, photos, videos, and all those log ins) mean that it’s especially challenging to share. This is one of the key reasons why each student has been issued a device, rather than using carts.

Finally, we reflected on the fact that as society changes, and the use of technology in the “real world” changes, it does affect the way that we need to teach and learn. Although this can be challenging, since everyone in the room has successfully completed school and feels a strong attachment to the system they learned within, it’s important to note that our job is to help prepare students not only for the present learning environment, but also the future. When we think back to just three years ago, when an iPad as a device was almost unimaginable, and now today it’s common place, it helps remind us that we really don’t know what the future will bring. Building transferable skills, confidence in learning new things, and the ability to adapt to any environment are all essential parts of this trial.

It was absolutely fantastic to have so many parents and students join us for this session! It was wonderful to hear so many different languages being spoken as students introduced different tools to their parents, and great to have such an open and honest conversation about both the advantages and challenges that we’ll have. Thanks to Adam for this short video that will give you a feel for the session:

We’ll be hosting another Community Focus Group after the end of the trial (after May 30th), and we’ll also provide an opportunity for all parents and students to share their feedback. Please ask your children to share their experiences with you during the trial so you can get an idea of what they’re doing and why. More updates and examples will be posted here on the iPads blog as well.

Images:

Requesting an App

Based on the teacher suggestions at our last meeting, we have completed the “big 10” list of apps!

We have also compiled a list of all the apps you requested (if there were apps that do the same thing, we selected the one that was most flexible), and all of these will be available to all grade 7 students when the iPad trial starts on Thursday May 8th.

iPad Trial Apps

Here is the list of all apps that all grade 7 students will have access to. All apps will be available in a special apps catalog which students will set up on Thursday (the service is called AirWatch). AirWatch is only being used to manage student apps at this time.

Selecting the Right Apps

As you are exploring with your iPad, you’ll probably find tons of apps that you would like to use with your students. Here are a few things to think about before you request those apps:

Consider:

  • Cost – just because it’s free, doesn’t mean it’s best. Also, if they have “in app” purchases, sometimes that makes the full app more costly than it seems. Note: the school can not buy “in app” features, so if there’s something you need, it’s better to buy the “pro” version or choose one that doesn’t have “in app” purchases to enhance the app.

  • Accessibility – it needs to be available in the Japan store (all of our volume licensing will be for the Japan store)

  • Sharing features – ideally the ability to share to existing services is best (Google Drive, YouTube, etc) rather than sharing up to a specific website that students need to sign up for (eg: Fotobabble)

  • Size of the app – this is an important consideration given that students will have 16GB devices, if an app is so large (we found one that is 2GB!) it will take up too much space

  • Volume Licensing Cost – consider if the app is reduced in price using VPP (some apps are not discounted at all)

Once you’ve determined that this app meets all the above requirements, please feel free to request the appfollowing the procedure here. Please note, this can take up to one week before the app will be available in our YIS iTunes store.

Requesting Additional Apps

If you would like students to have access to any apps (even free apps) that are not on this list, we will follow this process:

  1. Check the list to make sure we don’t already have the app
  2. Complete this survey
  3. Request will be reviewed by the IT Department
  4. If approved, app will be added to the AirWatch app catalog

This process will take about one week, so please make sure to allow enough time.

Note: it’s important that all apps that students are asked to use are in the AirWatch app catalog – even if they are free. This helps us manage all apps, as well as present a consistent approach with all students.

Community Focus Group Highlights

On Friday, 14 March, we held our first Community Focus Group meeting for our iPad Trial. We had 6 parents, 6 students and 6 teachers involved in the focus group. The students and parents were a mix of grade 6 and 7 parents, as those are the families that will be involved in the trial.  We spent three hours together and had a fantastic conversation, with tons of great input from all stakeholders. If you’re interested in seeing the minutes of the meeting you can read through them here. Here are the highlights:

We are all learning from each other

One of the biggest themes to come out of our conversation was that because iPads, particularly in this kind of educational context, are new to all of us here at YIS, we will all be learning from each other. This means that we can be open to not knowing all the answers, that different members of our community will have different levels of experience, and that we all have something to share and something to learn. This is a great opportunity for us to define what iPads can do for our community, and to focus on our specific needs.

An opportunity for creativity and differentiation

Students, parents and teachers were all excited about the opportunities that we have for allowing students to demonstrate their learning in many different ways, particularly the option of selecting which tool works best for them (from paper and pencil, to their laptop, to their iPad, or whatever else will work best). The availability of so many different types of apps to help students learn in different ways, as well as the ease of creating and using media on the iPad were also highlights. Here are a few examples:

  • using Siri for voice to text input
  • recording lessons for later revision
  • having access to (a more portable than our laptops) video camera and recording device
  • being able to handwrite equations and then having access to them digitally
  • combining the two devices allows us to use Skype on the iPad to video chat, and the laptop for text input when working on collaborative projects from home
  • reading texts and consuming media is more natural on the iPad (particularly on transportation)
  • use of Coach’s Eye and other recording apps to improve physical performance (in PE and Drama, for example)
  • streamline notifications by connecting calendars and managing to-do lists
  • there are many more ways to show what you’ve learned, and students have an opportunity to select those tools for themselves

Building responsibility

Over the past three years of the CLC, students have learned a lot about being responsible with a laptop – bringing it to school charged, making good choices during lessons, managing distractions, and working towards finding a good balance between online time and offline time. Having multiple devices will help students make those connections to the use of mobile devices as well. Learning how to manage both devices is a great chance to become more responsible, taking care of different types of devices, so that both can be used effectively. A few key thoughts:

  • using the iPad can be helpful for those who are easily distracted because you can only use one app at a time
  • there are lots of apps to help manage distraction, like the Pomodoro app that can be used on your iPad to help manage distractions on the laptop
  • portability of both devices helps when traveling too and from school
  • the iPad is less conspicuous on the train than a laptop so students can study (or play) on their way back and forth to school
  • often a laptop screen can be a barrier to conversation, the iPad is a more natural tool to document conversations without adding that screen-barrier

Efficiency, ease of use, and consistency

One of the key highlights of our CLC is that all students and teachers have access to the same learning device. This means if a laptop is damaged or something is not working properly, we have all the support needed here at school to ensure that students don’t loose learning time (loaner computers, chargers that can be checked out, etc). As we’re beginning to take advantage of the mobile devices that students have, ensuring that everyone has access to the same tools will help continue this consistent learning environment with mobile devices as well. Some examples:

  • students are often asked to take pictures or video and many use their own personal iPhones (but not everyone has one), this would ensure that all students have access to the same tool
  • certain features (like Siri) can allow students who communicate better through speaking to work more efficiently
  • all students will be “gifted” apps that are needed for each class, this ensures that students will have access to everything they need (the repair process will be the same as for the laptops)

Revisiting our CLC Vision

Throughout our conversation we kept coming back to our CLC Vision statement (which was also developed through a Community Focus Group of parents, students and teachers):

Our CLC leverages advanced technologies and progressive teaching approaches to enhance student learning, promote collaboration and facilitate the creation and sharing of knowledge locally and globally.

Attitudes and Behaviors: Our community will be characterized by inquisitive, discerning, open-minded, and self-directed learners who use technology in a balanced and responsible manner.

Learning Environment: Ubiquitous access to technology tools and resources will enhance our learning environment, expanding horizons beyond the physical classroom. This will empower YIS learners to access information, collaborate, and exchange ideas within the YIS community and around the world.

Actions and Decisions: Our actions and decisions will demonstrate responsible digital citizenship, reflect our school values and create a positive online presence.

Educational Experiences: Educational experiences will be authentic, imaginative, and provide for different learning paces and styles. Learners will be encouraged to become independent and enterprising in order to meet the challenges of a constantly changing world.

Community: Our CLC will provide a sense of identity and belonging that will enrich our overall school community and connect us with others around the globe.

Framing our student bootcamp and learning conversations around this vision statement will help remind us of the goals for our Connected Learning Community. We had a number of ideas that will help guide this planning process, so that by the end of the trial, we would like:

  • to have a sense of appreciation for the opportunities these tools provide
  • to know from awareness and experience when to put the technology down
  • to value multiple forms of communication (including face to face)
  • to feel adaptable and able to transition between different devices (to be prepared for continued technological advancements)
  • to feel empowered to express learning in different ways
  • to be creative in learning, teaching and sharing
  • to feel confident in making good choices – both with tools that demonstrate learning, the amount of what we share online, and the time we spend online
  • to be open to the opportunities that these devices provide, and their learning potential
  • to have more opportunities to connect with a wider (global) audience

Making it happen

In order to work towards a successful outcome of our trial, we brainstormed a number of focus areas. This will help guide us in our planning for the student bootcamp, as well as provide a structure for the feedback process. Here are some key highlights:

  • communication about what we are doing and why is essential – to all stakeholders – this also means that students have a responsibility to share their learning experiences with parents
  • balance, safety, responsibility need to be part of the conversations with students, items like location services and notifications are two key features to be discussed
  • consideration for privacy, both of the user and those that can be photographed and recorded is important to understand
  • providing opportunities for feedback from all stakeholders throughout the process is critical
  • creating a supportive, open environment where both students, parents and teachers have an opportunity to learn from each other should be an overarching goal
  • building trust among stakeholders for the use of devices will help remind us that we are working towards a common goal
  • an open-minded approach from all stakeholders will help us take advantage of all the opportunities this trial will provide

Overall, our Community Focus Group found this time together so beneficial, that we have decided to meet again after the trial is over to reflect on the process. Even if you are not part of the Focus Group, all stakeholders involved in the trial will be asked to share their feedback through (at least) a survey, based on the key themes this group has identified.

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