iCreate: How the iPad facilitates content-creation in the classroom?

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Andrew Douch wrote “the iPad is a swiss army knife of content-creation tools”. I read that sentence in his blogpost ‘How an iPad is a More Powerful Content-Creation Device Than a Laptop‘ and realised that he managed to say what I have been trying so hard to say for months, but just couldn’t find the words or gather the courage. I constantly come across teachers who argue that the iPad is very limiting and restricting, and that a laptop is far more superior. I personally disagree, but found it hard to argue my case. Andrew Douch wrote that ‘if professional production quality is your imperative, then the iPad is not your best tool’ and that it may be best to find a more ‘technologically capable’ device. However, he did argue that it is more ‘pedagogically productive’. The paragraph that sums it all up reads as such:

‘But producing comparable creative content on an iPad is relatively quick, simple, yields impressive results with minimal fuss, and the learning curve is … well, there almost isn’t one! There is no need to connect an external microphone (the built-in one is better than that in any laptop), no need to adjust recording levels, no need to use a pop-filter. No need to import media from a recording device to the editing device (becasue they are one and the same), and it’s unnecessary to allow 10 minutes at the end of a class, to save, unplug devices, shut down and stow the laptops. Instead, when the bell sounds, students simply flip their iPad cases closed and walk to the next class!’

And that is the truth, ladies and gentlemen. The iPad combines so many content-creation tools in one device, that it truly is a ‘swiss army knife’. Right there from the same device (without any external supplementary tools, and with a few cheap apps), students have the opportunity to create podcasts, screencasts, movies, blogs, microblogs, websites, eBooks, wikis, electronic portfolios, animated cartoons, comics, annotated PDFs, annotated pictures, photos, paintings, drawings etc… Andrew Douch also wrote that:

We’ve had computers in schools for years, but in reality many (most?) classroom teachers don’t and never did have their students making podcasts, movies, eBooks and websites. Doing so seems too time consuming and for many non-technical teachers the learning curve appears disproportionate to the benefits realised.

Using the iPad will not produce the highest professional quality, but it will make all of these creations much quicker, and easier, and that’s what teachers need to tap into. I wrote this post with the intention of informing my school’s teaching staff of all the possible content-creation apps that I have come across. The apps I mention here are definitely not the only ones that can do what they are designed to, but they are the ones that I am aware of and have previously used. I will divide the list according to its potential for content creation. So, here goes my attempt:

  1. Blogs/websites: I use the WordPress iPad app, as well as the Blogger app for blogging. Generally, I set up the accounts for the students using a class gmail account (due to age restrictions and safety reasons). On a blog, you can have pages, and sub-pages, and you can embed videos, screencasts, photos, files (through Google Drive, for example) and much more, which essentially means it can be both a blog and a website.
  2. Screencasts: My favourites are definitely ShowMe and Explain Everything. ShowMe has the advantage of being an online learning community, and screencasts can be uploaded on a ShowMe profile and then later on embedded on a blog or website. Explain Everything has the advantage of being able to import media such as PDFs or PowerPoints/Keynotes, and annotate over them while recording voice. However, Explain Everything screencasts may need to be uploaded on YouTube or Vimeo first in order to embed them on a blog/website.
  3. Movies/videos: I believe iMovie is by far the easiest to use (though many others disagree). My students use iMovie to create trailers, edited videos, short movies, and photo presentations with music and text. I think all that is quite enough for a classroom activity or task in any subject. Again, uploading these videos/movies on a class YouTube or Vimeo channel can allow embedding them on a blog/website/wiki.
  4. Podcasts: My favourite is Audioboo (but there are many others out there like using Audio Memos along with a Posterous account). My students record their Audioboos and then embed them on their blog/website. Some students also prefer using GarageBand to record audio files, and then import them into iMovie, where they add a picture or some sort of visual element. The students would then upload the podcast onto the class YouTube channel and embed it into their blog/website.
  5. eBooks: I prefer to use Book Creator because it is easy and relatively efficient. You can also embed all sorts of media into your eBook, which a lot of students like to do. eBooks can then be uploaded onto the students’ e-portfolios, or even embedded/hyperlinked onto their blogs/websites.
  6. ePortfolios: A blog, wiki or website can definitely be used as an ePortfolio. But for teachers who may be quite wary about age restrictions or the safety of their students, Google Drive offers huge potential for creating ePortfolios. Just by setting up folders and sharing them with the teacher/s, along with the Google Drive iPad app’s ability to upload all sorts of media (using ‘Open in another app’ functionality from most apps), the student can easily create and share an ePortfolio with the teacher. I have also used Evernote in many of my drama classes and I am a big fan of using Evernote for creating ePortfolios. However, I needed to set up an Evernote premium account and many teachers may refuse to do so.
  7. Animated cartoons: I have three favourites here: Puppet Pals, Sock Puppets, and Toontastic. However, the best in teaching narrative structure is Toontastic, as there are different scenes: set up, conflict, climax, ending, and you can also add music to create different moods/emotions etc… I love using it with my four-year-old nephew just to get him to think about how to structure a story. Toontastic also allows uploading directly on ‘ToonTube‘, and then embedding on a blog/website.
  8. Annotated PDFs/Photos/Pictures: I use Notability for annotating PDFs and Skitch for annotating pictures/photos. Both can produce content that can easily be integrated with Google Drive/Evernote and thus added to the student’s ePortfolio. Worksheets and handouts can now be shared with students as PDF files and then annotated using text, highlighters, markers, pencils, images or shapes, and that is a useful function for all subjects.
  9. Microblogs: I am a big fan of Edmodo, and I am a passionate user of this learning platform. Edmodo can now also make iPad workflow much easier after a recent app update, where files can easily be uploaded through the ‘Open in another app’ functionality. Teachers can also use Twitter and Facebook for micro-blogging in the classroom, but most social-networking policies in schools place many restrictions and challenges when it comes to these tools.
  10. Comics: I often use Strip Designer or Zoodle Comics to encourage students who wish to create comics. Both apps also allow sharing in PDF formats or into the Photo Library/Camera Roll, which can then easily be uploaded on Google Drive or embedded in blogs/websites.
  11. Drawings/Paintings: I have not used many drawing/painting apps, but I generally encourage my students to use Art Set or Penultimate. There are many more, with more specialised features as well. Again, all output can be exported, shared and embedded on blogs/websites.

To conclude, I would like to restate: I am not arguing that only the iPad can allow such content-creation in the classroom, but I do believe these creations are much easier to produce on an iPad than on a laptop or desktop computer (where additional accessories are often required, along with expensive specialised software). The iPad truly is ‘a swiss army knife of content-creation tools‘ as Andrew Douch wrote, and with these words I encourage you all to go forth and iCreate.

iLearned vs. iLearning: Differentiated portfolio assessment with the iPad?

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Differentiated learning is at the heart of my teaching philosophy. I believe teachers need to make a conscious effort to embrace all learning styles in their instruction, and to embed these learning styles in their assessments. I also believe the iPad makes doing so much easier, as it has for me. The iPad, and its enormous range of educational apps, offer multiple ways of teaching. Additionally, a very wide range of creation-apps means that students can create and produce content that suits and caters for their preferred learning style.

Differentiation needs to be equally embedded in assessment as it is in teaching. Students should be given opportunities to demonstrate their learning in a manner that suits their preferred learning style. Giving students tests under exam conditions is not always the ideal way for many students to demonstrate what they have learned. I have argued in an earlier post that teachers need to make more use of alternative assessments and achieve more of a balance between assessments for learning and assessments of learning (which appears to be a lot more prevalent to me). While my main timetabled subject is Drama, I also teach Humanities, English, ESL and the Business Studies. I would like to see more of the assessment practices used in drama in those non-drama classrooms. I have been making an effort to do so myself in my non-drama classes.

I am a big fan of portfolio assessment. The iPad allows the documentation of learning all throughout the learning process, not just the final product, which is exactly what portfolio assessment is about. In the drama classroom, my year 7 students can use their iPads in every stage of the drama process:

  • Planning : a huge variety of brainstorming and mind-mapping apps can be found in the App Store. My favourites are: iBrainstorm and Idea Sketch. Students collaborate in their groups called ‘theatre companies’ (which work very well for the people-smart/interpersonal learner) to brainstorm for their performance based on the prompt assigned or the task given, and then take screen-shots of their brainstorms to share so that each can document evidence of brainstorming in their portfolios (I use shared notebooks with every student through Evernote). This works perfectly for the more visual learners. However, some learners prefer to talk during their brainstorms and keep recorded audio clips on Evernote as evidence of brainstorming, or hyperlinks to an uploaded ShowMe where they screencast their brainstorms (works well for auditory/aural learners).
  • Preparing: the second stage of the drama process requires students to transform their ideas into writing a script or preparing a storyboard. Students can use Evernote or Pages for writing (if they are more word-smart, verbal or linguistic learners), or Storyboards app for preparing a storyboard (if they are more picture-smart or visual learners). ShowMe can also be used to prepare storyboards where students sketch-and-talk how they will go about their performance. Again, whatever is prepared has to be documented in their Evernote portfolio, whether as a note for their script or an embedded screen-shot for their storyboard, or hyperlink for their ShowMe.
  • Rehearsing: I believe the iPad has been most helpful in this stage. Students use the camera to take pictures during their rehearsals or to keep video footage. Watching video footage of their rehearsal allows them to see themselves (very useful for the visual learner) and facilitate reflection and evaluation (for the intrapersonal and reflective learner), so that they can brush up their performances before delivering them to a wider audience. Pictures can easily be embedded into their Evernote portfolio. If videos are kept, the students can upload them onto the class YouTube channel and add hyperlinks to their portfolios. Students can also choose to fill-in this Rehearsal Log and either screen-shot it or attach it to a note in their portfolio.
  • Performing: the students are expected to document their performances through taking video footage. These videos are taken primarily to facilitate student reflection, self-assessment and self-evaluation. Students also use these videos to evaluate their peers. Again, those videos can be uploaded on the class YouTube channel and hyperlinked in their portfolios.
  • Reflecting & Evaluating: students are expected to keep record of their reflections, either in written format (for the word-smart/verbal learner), or oral format (for the auditory/aural learner). Written reflections can automatically be typed in Evernote, and oral reflections can be recorded and embedded right through the Evernote iPad app. I also make sure there is some sort of structure or framework for reflection, so my students use the reflection help-sheet as their guide. Additionally there are many templates that I use for reflection and evaluation and I can easily share them with my classes through Evernote. The students can then take a screen-shot of the template and write over it in Skitch, which can then be embedded into their Evernote portfolio.

Additionally, there are multiple opportunities for students to create media-rich and authentic content in the classroom, whether they use iMovie to create trailers for their performances throughout the semester, or audio podcasts of tips for actors/directors/writers, or screencasts of theoretical material to teach other students and document their learning, or sound effects and background music using GarageBand, or photo collages of their group work, rehearsals and performances using iPhoto or FrameMagic.

While I have described my portfolio assessment practices in the drama classroom, along with my attempts to differentiate to cater for all learning styles, I believe such practices can be replicated in any other subject area. Whether it is video footage of experiments in Science class, audio podcasts of book reviews in English class, screencast videos to explain complex mathematical theories in Maths class, I believe the iPad can be used to differentiate assessment practices. All that needs to be done is to view learning more as a process, and not just the final product, then find ways to document evidence of as many steps of that process as possible.

To conclude, I believe the iPad can be used to teach across all levels of the Bloom’s Taxonomy, with a very wide range of opportunities to create (the highest level of thinking on the revised Bloom’s Taxonomy). Additionally, it can be used to differentiate teaching to cater for all learning styles. However, it is not enough to just use it to differentiate our teaching, our assessment practices need to also be differentiated and the iPad can facilitate this differentiation.

Update 25/05/2013

I delivered a presentation at the ICTEV 2013 conference about this, you can find the PowerPoint I used here.
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iClassroom iManagement – tips for managing an iPad classroom

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So, every school now is rolling out their own BYOD and 1-to-1 programs. Mobile learning (mLearning) is the new black! Whether it is just a fad or not, mobile devices change the way the class runs, and they change the way students learn. Many teachers, from my experience, cite too many problems with using iPads in their classroom, most of them related to classroom management. As an eLearning leader, I get a lot of questions like ‘how do I guarantee the students are on-task?’, or ‘how do I make sure they don’t play games?’, or ‘how do I make sure I can maintain their attention when I need it?’. Reality is, these devices can be very distracting to adults even, let alone school-aged kids and teens. I have gathered a bunch of tricks throughout my teaching experience that I would like to share:

1- Set clear expectations: a lot of classroom management challenges can easily be overcome by setting clear guidelines and expectations for iPad use. Regularly remind your students of the school’s mobile learning policies and ‘acceptable use’ policies. Communicate your expectations about iPad-use at the beginning of every task. Simply saying ‘I expect you to be working on this app until you submit the work and receive my feedback’ will keep most students on-task. Also, talk to them about trust and how you ‘trust’ that they know what they should be doing. I would also advise teaching a clear non-verbal signal that means ‘put your iPads down and give me your full attention’. Ringing a bell three times, for example, is the signal I use.

2- Let go of control: mobile devices can be distracting and they can empower students to do many things, and that challenges the traditional role of the teacher as the centre of the students’ attention and the main source of knowledge and information. Introducing personal learning devices like the iPad can make learning messier and noisier, but that does not mean that the learning is not happening. Fact is, education shouldn’t be about teacher-control anymore, teachers need to embrace their roles as ‘facilitators’ and ‘managers’ more.

3- Differentiate the task: if a student is disengaged from a task and seems to be easily distracted, ask them for reasons. It might be that he/she doesn’t want to type an essay using Pages, but rather prepare a screencast using ShowMe? It might be that they prefer using another app that accomplishes the same thing you requested, not the app you recommended? Give the students options and choices about how they can go about and demonstrate their learning.

4- Explore gaming: see how you can bring gaming into the classroom. Students often feel like school content can be very disconnected from their lives. Lots of teachers talk about gaming as just a waste of time, but fact is there is research that proves the value of bringing gaming into the classroom. Use different characters in games and their voices/body language to get students thinking about characterization in drama, and the elements of a narrative (as a lot of games are based on a story). Think about how ‘Angry Birds’ can be used to teach some concepts in physics. Use scrabble-like games in English classes. Whatever the subject, I’m sure you can find one or two games to relate. Additionally, those games need not take up the whole lesson, they could just be quick warm-ups or even rewards for students who finish early but still produce high-quality work (i.e. whose work is not just rushed so they can play games).

5- Assign group roles: the iPad is meant to encourage collaboration, and I am a big proponent of collaborative learning. When I run a lesson that requires the iPad, I design the task so that only one group member needs their iPad, then I would rotate that group member in consecutive tasks (so that other students also get to use their iPad). For example, in a brainstorm task, I would give the questions to the group and ask them to brainstorm on a poster paper (to be hung up in class) while one group member is responsible for reporting the group’s findings on a typewith.me pad or Google Form. Additionally, you can pick another group member to visualize the brainstorm on a mind-mapping app. It’s easier to manage an iPad classroom when only a few students are holding the iPad at a time, not the whole class.
See if you can design tasks where all group members can work on different stages using their iPads. For example, one group member brainstorms with the group using their iPad. The next group member is responsible for taking photos and documenting rehearsal. The following group member is responsible for shooting video of the performance and uploading it on the class YouTube channel, and so on. Each group member is also responsible for uploading or embedding the evidence they collect onto the group’s shared blog or Evernote shared notebook, or any other form of group portfolio, so that they can all have the same evidence to document their learning. Also, you can design the task so students each work on a part and pass one iPad around, while doing something else when they are not holding the iPad. I have found that it is easier to manage the class and ensure that they are on-task when I can only see five or six iPads around the room at a time (in a class of 25 students).

6- Circulate around the room: I have seen many teachers who like to teach from their desk. I personally believe this cannot be done with iPads in the classroom. I believe the teacher must walk around the classroom and circulate often when students are working individually. That gives the students the idea of ‘teacher-with-it-ness’ and encourages them to be on-task. Also, arrange the classroom in a way that allows all or most devices to be in view.

7- Prepare backup plans: last semester, I designed a really cool rubric using Numbers (the spreadsheet app). The students were to use this rubric to assess themselves. I uploaded the file on Edmodo, shared it with the class and thought everything was under control. However, many students couldn’t open it because it required the latest version of Numbers, which many of them didn’t have (students don’t always regularly update their apps and their iOS software either). Luckily, I had a few printed copies. Technology does let us down sometimes. The most important thing is: don’t panic in front of students and relax, show them that you control the technology, not the other way around.

8- Use games as an incentive: many teachers I meet disagree with this approach, but I still firmly believe in it. We have to teach our students that there is a time for work and and a time for play, and we need to model that in our classrooms. I always tell my students that they can have free-time to spend on their iPad when they finish their work and it is of ‘high quality’. That ‘high quality’ disclaimer is to encourage them not to rush to finish the task, and it reserves room for your judgment on the quality of their work. I often try to find one or two things they can do to improve their work first before allowing them that free time on the iPad, or even nicely asking the student who finished to help another struggling student for a few minutes first before getting free time.

9- Teach responsibility: ultimately, we need to teach students to be responsible for their own learning. Mobile devices empower the students with a lot of tools that can be useful for learning, but at the end of the day, they have to make the choice of learning or not. I constantly remind my students that ‘I’m responsible for my own teaching, you are responsible for your own learning’. Talk to them about making choices and the consequences of these choices. If they allow themselves to get distracted, ask them to give suggestions for helping them stay on-task, so they feel they have more responsibility over the situation.

10- Use ‘Guided Access’: I have never used ‘Guided Access’ in my class because it is the last resort in my arsenal of strategies. Basically, ‘Guided Access’ is a feature that came with the iOS 6 update where you can disable certain hardware buttons on the student’s iPad (like the home button and lock button for example), and also keep the student focused on one app or one part of the screen. I would advise that you only resort to this strategy when all else fails, and only with the most challenging student/s who just can not stay on-task (keep in mind that this strategy does not teach responsibility and trust). You can also disable the touch-screen through ‘Guided Access’ if you just want the student to focus on reading. Remember to always give a warning first to the student before you resort to ‘Guided Access’. A lot of students fear losing full control over their iPad when you warn them that you will resort to ‘Guided Access’ if they do not stay on-task. Here is a screencast explaining how to use ‘Guided Access’:

To conclude, managing a classroom that uses iPads or other mobile devices presents challenges that are different to traditional classroom challenges. I am constantly seeking suggestions, ideas, and practical tips from other teachers, so please feel free to leave a comment. Happy iPad-ing!