Today I begin experimenting with the use of an iPad to create and maintain an ePortfolio.
I have created and edited Google docs on the iPad with reasonable success. Tables have presented a problem but I'm sure that, too, will soon be sorted out by Google. The relatively new EDIT button available when using the Drive app has been a great asset to the editing process.
I have tried creating and editing sites on the iPad. This has also been quite successful. One problem has been the use of iFrames. Some sites just don't like to show in the iframe whilst others are OK.
I am writing this post via the Blogger App. No problem yet. However, when I tried to edit a previous post, I was presented with a page of code! I can't deal with that.
I would now like to add an image. It seems to have appeared at the bottom of this page. It will be interesting to see where it ends up when I save this post. OK- I will save now because I can't wait to see if it was successful.
Yes, the image appeared at the end of the post. Now I will add another and see where they both end up....
Obviously I can't have images interspersed among the text. They all end up at the end. Also, can't see how to resize the image within the post- may have to do that prior to uploading.
If content is no longer king, what, then, do our students need from us? Canadian teacher Heidi Siwak has compiled quite a comprehensive list that challenges us to rethink our role as educators... Read her post:
Yesterday I was alerted via email to the fact that Reuben R. Puentedura was presenting a short talk at the Australian Museum - brought to us compliments of Apple.
My diary had a free slot so I worked through lunch to get things done and headed off to the city.
What a wise decision. To hear from Mr SAMR himself about the model that we often refer to when talking to teachers about integrating technology into student learning was a joy.
The model is a simple one, yet so integral to our thinking about contemporary teaching and learning.
Reuben spoke about the fact that we need to be more ambitious in our expectations of what we can achieve. We must think differently in order to see things in ways never seen before.
We often hear ourselves, and others say, "its not about the technology - its about the learning." Well, I am now pleased to admit that, not only is it about the learning BUT it is, in fact, also about the technology. Without it we cannot achieve what is possible with it. I now feel I do have permission to talk about the technology and the integral role it plays in allowing people to think differently - and the profound augmentation of human intellect that couldn't be possible without the technology.
I rejoice at this thought and rejoice in the fact that I can share my joy with you in ways not thought possible in the recent past.
It is critical to keep this model at the forefront of our work with technology, mindful of the fact that we cannot expect everyone (nor ourselves) to be proficient at the top of the ladder when starting out. For some, it may take 2-3 years to progress from technology as a substitution tool to incorporating technology in transformative ways that redefine the way we think and work. The point is not to remain at the bottom.
My hope is that I am able to support those I work with to understand the model and transform teaching and learning through the redefinition of tasks used in order to seek out and stimulate goals that are achievable and that allow students to think and act like never before.
This model, in conjunction with the TPCK model will hopefully guide our work for some time to come.
TPCK
No longer is content king!
Traditionally, many teachers would look to content, then pedagogy followed by consideration of technology. This thinking locks teachers into the Substitution level of the SAMR ladder.
We must begin to think about these three components as peers.
Technology must be an essential component if learning is to be transformational. Try to think in parallel. Approximate your plans before locking them in.
By all means begin with the content, but don't go too far - 'rough it out' then move onto pedagogical considerations which will help shape it. Once again, before too much detail is locked in, look at the available technology to see how interaction with the world will cause a change in the process.
Caution: starting with the technology can be problematic as it can lock you in if you don't look carefully at pedagogy and content.
Reuben's latest model - The First 200,000 years...
PS A great afternoon became interesting when, having spent a moment in the ladies' room at the end of the day I ended up LOCKED IN a small vestibule under the museum with no way out. The emergency exit doors were locked, the hosts had obviously left as I entered the restroom and did not have their mobile phones on, or loud enough, to hear my ring for help. After about 7 mins I was lucky enough to see an employee (who happened to be passing by) through the small glass pane of one of the doors. She let me out but I'm still not sure she understood that I was actually locked in.
I did manage to use my trusty iPhone to search for the museum phone number. Press 1 to hear opening hours, Press 2 ....etc.
I glimpsed Microsoft One Note many years ago but didn't take too much interest as it was an added extra to be paid for.
Now that it is part of the Office 2010 suite and I actually have it on my computer, I can't stop playing.
There are so many ways it can be used in education; I hope to keep you posted on the great ways kids are using it in the classroom this year.
Personally, I am finding it really handy as a notebook (funny that!).
I love the tabs that allow me to separate the different aspects of mŷ work
I love that I can take screen clippings from the web and it automatically references it for me. This is really handy for checking back without having to search for the page again and also to have the reference ready for using iWork published.
I love that I can send other documents directly to a page eg Word, PowerPoint.
I love that I can send a whole web page to it for reading later on, knowing the links will be live when I need them.
I love that I can record audio and video directly into the notebook.
I love that I can insert a video and then take notes which turn into markers for specific spots in the video I may want to return to or share with others.
I love lots of other things too, but I'll fill you in with specific examples when I have them.
As we prepare to move into the world of google Apps I find myself jumping all
over the place trying to get a grip on what is available to me and those with
whom I work.
I am actually not getting very far so have decided to take one
app at a time and work with that. SO, here I am at Blogger.
I hope that
someone will eventually read this. I propose that most children we encourage to
blog may have the same feelings as me? Who will read this? Should I
bother?
Sure, its probably fun for many children to begin a blog, but with no
feedback I'm sure the enthusiam will wane and the universe will be left with
thousands of CEO blogs looking for an audience.
This is my challenge to you
- make sure every child you introduce to Blogger has an auidence for thier
writings.
Heard of Quad Blogging? Start small (in house) and see how you go.
