Whilst I’ll write a longer post soon about the inspiration from the day today at Berkhamsted’s “Teaching, Learning & Assessment” conference yesterday, I did say that I would put up my presentation and resources from the session. So here they are:
I also spoke about a SAMR flow chart based upon Ruben Puentedura’s work as a tool for helping with decision making related to planning lessons using technology. It looks like this:
If you have any ideas / feedback for how this could be developed further I would love to hear your thoughts.
You can download a higher quality version of this here which can be printed to A3 for your team/staff room notice board/dart board:
SAMR flow chart
Thanks to everyone at Berkhamsted who helped make yesterday such a fantastic day, in particular Rebecca Brooks & Nick Dennis. Here’s to TLAB14!
Google is the greatest search engine going – we know this, but are you making the best use of it? Check out the tips below to start using it like a rock star!
Rather than searching for themes of love, which would bring results of sites that contain all of those words search for it specifically by putting the phrase in quotes:
That will bring up search results that include that specific phrase.
Sometimes when you’re searching for a term, a recurring number of results might include words that you don’t want in your search results. You can exclude them by adding the word you don’t want to your search with a minus sign in front of it. E.g.
“banana sales” –banoffee
Site specific search
There could be times where you want to search a specific site for a phrase. This can be done thus:
“banana sales” site: www.tes.co.uk/teaching-resources/
Specific document types
Sometimes you might like to search for resources based upon specific document types. Let’s say you’re looking for a presentation on the themes of love, search for:
“banana sales” filetype:ppt
This will search for PowerPoint presentations that contain the term “banana sales”. Knowing different file type extensions helps here. Here’s a handy list of popular file types and their extensions:
• Word documents: doc or docx
• Excel documents: xls or xlsx
• PowerPoint documents: ppt or pptx
• PDF files: PDF
• Images: jpg, tiff or png
• Audio: wav or mp3
This OR That
When using a search engine, in particular Google, its default setting is to search for every term in the search bar. By using the OR operator (note, it has to be in capitals) you can search for more than one term, e.g.
banana sales OR orange sales
Want to define a word? Simply type in the search operator ‘define’ followed by the word you want defining, e.g.
This search type is particularly useful when looking to find results that contain information from within specific date ranges. For example, if you wanted to find out about banana sales between 1920 and 1930 you search using the X..Y sequence. This would look like this:
“banana sales” 1920..1930
…where between the X and the Y value there are two full stops.
Next time you need to perform an equation simply type it in to Google for it to do it for you using the +,-,* and / characters for addition, subtraction, multiplication and division.
E.g. 541318.864 * 32.2457
Hope these help!
Here’s my video to support my presentation via Skype to the #TMLondon crew:
The full list of apps featured in the video and the presentation can be found here: http://bit.ly/teachmeetlondon
If you’re using AR in schools in any way shape or form, I’d love to hear what you’re up to. Please comment below or drop me a line on Twitter. I think AR is an amazing tool and certainly something which is going to flourish. What are you going to do?
After a pretty long trek up to Newcastle Uni for the event, I arrived with the usual nervous excitement that always comes before an event of this nature. What I was presented with was yet another fantastic group of teachers giving up their time and weekend to share their experiences, action research and ideas for improving our practice.
Kenny Pieper & Lisa Jane Ashes kicked off the event with some great tales and activities to get the mind buzzing. Kenny with his softly spoken yet lilting accent engaged us and made us smile along with Lisa and her ice breaker activity to help with sentence structure. Given my grammar, I could definitely learn a thing or two!
Following this intro, a variety of different workshops took place. I talked a bit about the NESTA report, Ofsted, Traxler, ‘Find it make it use it share it‘ report from Wales, University of Hull report and the importance of SAMR along with some ideas and tools that can help support transformational / redefinition learning.
Other speakers included:
- Darren Mead talking about PBL & critique,
- Tait Coles and his ‘Punk Learning’,
- Jon Tait and his ideas for engaging students with technology
- David Gray on Kagen structures,
- Steve Bunce on the future of technology,
- Samantha Bainbridge on accelerated learning techniques for when you teach in many classrooms,
- Samantha Williams on independence & advanced questioning.
There was lots on offer & feedback within sessions and through conversations were fab to be a part of and eavesdrop on too. People thinking about how they could take the ideas and apply them to their settings. Tait Coles’ advice rang very true for me though. By all means take my resources and use them but don’t just take them and use them…. Does that make sense? What he means is, take them and then develop them for your individual setting. And if there’s anything that ‘Punk learning’ can teach us, it’s that you need to be grass roots with the frameworks students use. Give them your effort and then let them develop it. Let them critique and improve your initial (magpied) resource. Give them that sense of ownership. Let them invest in their assessment structures. By doing that they’ll understand the framework better and work within it and beyond.
The evening event proved even more useful for me. As I was involved in the day events, I didn’t get to see the sessions like I would have otherwise so the evening was special for me as I got to see everyone’s talks. Some highlights for me were:
- Laura Sutherland’s use of Socrative. I’ve taken some further ideas on how to use the great AfL tool from her work I’m definitely going to use
- Tait Coles with his passionate talk on awe and wonder
- Darren Mead talking about the disparity between what we are asked to prove vs what we should be doing (see side image)
- Sam Bainbridge’s PEE triangles
Although I got something from all of the presentations.
Massive thanks must go out to Gary Mitchelson, Lisa Jane Ashes and everyone at Pedagoo for organising a great event. It ran like clockwork and the positivity and collegiality shown from all was great. I made some new friends and got to meet some of my twitter heroes too including the amazing Chris Allen; someone who has shown me the way on so many occasions. See you at the next one?
Innovative uses of technology are fantastic but at its core, the daily business of using technology to support learning has to be based around sound thinking and critical pedagogy. Are the foundations there to build transformational learning opportunities? Do the staff (and students) have the skills in order for them to move forward?
Like any decision about what takes place in the classroom, careful planning of lessons is crucial. Recent posts by @TeacherToolkit and @learningspy have talked about 5 and 2 minute lesson plans respectively but the timing of the planning belies the thinking that goes on beneath the surface; the years of teaching experience that goes in to making it possible to be able to create a lesson plan in this time. The framework they’ve given helps with this; breaking the thinking down so that learning episodes and thinking can be represented on the plan. All that said, there’s no room there for planning technology use – this also needs careful planning and decent consideration. Best thinking about how technology can be used in the classroom in and of itself can bring about higher order aspects of transforming learning. This isn’t to go against the mantra of technology ‘enhancing the learning, not dictating the learning’, but given that technology use in lessons can help to bring about learning which is more transformational, it would be remiss not to give it due consideration. Choosing not to use technology in a lesson is fine and certainly, analogue activities can on many occasions be far more valid than those completed digitally. The work of AJ Quidgely on using multiple whiteboards in his classroom or Tom Sherrington’s idea of using mini whiteboards in lessons to support learning and AfL are great ways of using analogue methods.
When thinking about how you can or whether you should even use technology in lessons to support learning, following the superb framework by Dr Ruben Puentedura of SAMR always seems to be a terrific way of ensuring activities are more purposeful. This is his Substitution, Augmentation, Modification, Redefinition model. This framework and more about it is highlighted in this post here: http://ictevangelist.com/?p=979 and in my recent TeachMeet presentation here: http://www.rvl.io/ictevangelist/transforming-learning-using-technology which can also be viewed from a live recording here: http://www.youtube.com/watch?v=Md2AmD1g_ys and my beginner’s guide to SAMR here: http://www.youtube.com/watch?v=ZxNe04JYR-g. The framework breaks the various activities down in to two sections – enhancement (that’s the substitution and augmentation levels) and transformational (that’s the modification and redefinition levels).
The process of giving detailed thought about the way in which technology is used to support learning is one which is really going to help to give activities more meaning. Thus, the learning potential gained is more meaningful too.
So what has all this got to do with iPads? I mean, I haven’t actually mentioned them in this post at all yet, other than in the title. Well, it’s thinking about the learning which is the most important aspect of technology use. If anyone asks me about the iPad project I’m involved in I’m always keen to stress that it’s as project about learning, not technology. Ok, yes, there’s technology involved, but with iPads, the opportunities and possibilities for significant transformational gains are far more considerable than with other models (currently).Take BYOD for example. Yes, having extra equipment available to research from, to take notes on, to take photos on, so forth and so on, is improved, but with a diluted ecosystem, (with multiple devices in place) the opportunities for planning learning with pedagogy at the heart of it are diluted further. You simply don’t have the same kind of opportunities you have when you’re working with single devices all capable of running the same applications to support learning. Don’t get me wrong – getting technology in to schools is a great way of supporting and enhancing learning, but if the NESTA report ‘Decoding Learning‘ can teach us anything, it’s that in many schools across the world, technology is being highly underutilised. Interactive whiteboards, iPads, Galaxy tablets, Surface etc – the money spent on all of it will be highly wasted if people aren’t engaging in their use, thinking about how the technology can be best used and sharing in a culture of driving modern learning forward in ways that students want to learn in, appreciate more and brings about a redefined way of learning.
Why bother using technology at all if you’re not going to get the best learning out of it?
I recently read a blogpost by Greg Swanson (@GregDSwanson) on iPad apps linked to the different levels of SAMR here: http://appsineducation.blogspot.co.uk/2012/11/samr-model-apps-poster.html - what he had done was to create a poster with different iPad apps linked to the various SAMR levels. Now fair play to the guy, to a large extent I would agree with many of his choices at the different levels. We could certainly argue too that some of them could help to hit improved levels of transformation if used in the right way. Conversely we could argue those matched to the redefinition level could come down if used in different ways too. That’s the thing though – because we have both spent time and energy familiarising ourselves with these applications; trained ourselves in the pedagogical benefits and the means in which they can be used; discussed them with like mind Twitter folk to squeeze out the best possible uses… we are better placed to take those kinds of distinctions, thoughts and put them in to great practice. What concerns me greatly is what I hear every day on my Twitter feed and the sorts of evidence I read in the NESTA report. Schools have been buying tech again without giving it the thought and the training of teachers required to ensuring that it is a LEARNING project and not a technology project. So when a teacher stumbles upon Greg’s site and sees that poster, they would be quite right in thinking “DING!” if I use “Book Creator” (which he has placed at the redefinition level) then I’m automatically transforming learning in my classroom. Well, no… not quite… there are some great opportunities to hit that level against the SAMR framework in using that app. However, if that teacher just gets students to type up their work in Book Creator then they are only hitting a substitution activity. Couldn’t they actually just be writing this on paper? How is using the app transforming learning here? It’s simply not.
I was greatly heartened last week when @AndyBartlettCPD tweeted me the image above. A planning document he’d made for one of the initial meetings of a group of 8 teachers and SLT looking to develop iPad pedagogy in school. Just how it should be with learning and thinking right at the heart of the matter.
So what’s the best way forward? Well – I know that for my thoughts, having done my research that:
- tablets are here to stay
- the best tablet available (currently) to support learning is the iPad
- careful thinking about learning is paramount
- it’s key to not let the technology dictate the learning
- don’t be afraid to use analogue or digital methods – just do your best thinking to make sure you make a sound choice (or even better, give students a range of choices)
If you’re thinking about bringing in new technology, whatever it is, I’d love to hear your thoughts on the above and how you’re approaching it. I don’t profess to have everything right and know it all, but this is my best thinking. My utopia in education is a world which recognises that with hundreds of thousands of pounds being spent on such expensive equipment, effective CPD and training is required. Schools and managers must recognise the importance of it all being related to learning, supported by sound CPD that empowers teachers to make the best choices about learning in their classrooms with the kit they’ve got. I look forward to hearing your thoughts.
I was lucky to be asked to talk at the recent Cramlington Learning Village PE specific TeachMeet about ideas to support teaching & learning in PE. To that end I made a presentation on different iPad apps that, whilst not specific PE apps, can be used to great effect to support learning in the subject.
Here’s my presentation:
These are the apps I talked about:
1) Board cam for live annotation on your camera feed, as it happens (which you can record too!) http://bit.ly/WDaHJ7
2) Noteshelf for live drawing over custom paper (also, a great note taking tool) http://bit.ly/WDaNjP
3) Map-o-meter for calculating distances on courses http://bit.ly/WDaSUy
4) Steinway metronome for circuit training / bleep http://bit.ly/WDaWUs
5) iF LED for HD for scoreboards etc http://bit.ly/WDb6es
6) iCabMobile for dloading PE clips 4 from YouTube for analysis http://bit.ly/WDbcCQ
7) For putting all workflows together, the iBook creation tool
Thank you to David Paterson (@onet18975) for asking me to speak
I recently presented (virtually) about the SAMR framework for looking how you can transform learning through technology at TeachMeet Dorset. View that presentation below:
Expect much more from me on SAMR and its uses and impact. For now though, please have a look at my presentation on the brilliant framework for thinking about how you use technology in lessons by Dr Ruben Puentedura. I’d love to hear your thoughts on the topic.
Clevedon iPad Learning Hub Task
Example John Snow video clip
I was alerted to this great tool the other week by the great Doug Belshaw when he made this presentation here: http://dougbelshaw.com/presentations/2012/eskills/index.html#/ - this web based presentation has a number of key benefits to it. For starters, it’s really really simple to use, particularly if you use the web based creation tool found here: http://www.rvl.io/.
Single sign on is supported so you can use your existing Google, OpenID, Yahoo or AOL account. Once in, you simply create a new deck, give your presentation a name and you’re presented with a number of options via the toolbar.
Looking like most text editor tools, you can simply type in to your slide and add in the media you may want with it too. Font choices, formatting, sizes, colours, alignments and more mean you can lay out your information simply and beautifully. Remember the golden rule of presentations too where less is more. When you’re ready, start a new slide with the plus symbol.
Adding new slides
One of the things I like most about the tool is that you can nest similar themes in vertical slides (down) before moving horizontally (to the right) to the next theme within your presentation. You can see this in my presentation from TeachMeet Clevedon here on SAMR and transformational use of technology to support learning: http://www.rvl.io/ictevangelist/transforming-learning-using-technology
Interestingly too, adding images is a simple process too, either add them in by uploading the local versions of the image or simply link to where the image you want to use is hosted online.
I’ve also worked out that you can embed YouTube videos in to your slides too. To do this, I got the embed link from YouTube. Clicked the HTML icon on the slide toolbar. Pasted in the embed code. Job done.
Thanks to @mattbritland for checking. Making a presentation on your iPad or iPhone is possible but you can’t really add images plus making links isn’t easy. Recommendation? Make your presentation using a different device, ie laptop/desktop. All that said, showing your presentation on your phone or your iPad looks seriously slick. All you have to do is swipe your finger over the slide in the direction you want to move to next and you’re away.
Map view in iOS
You can also zoom out and see your presentation in map view, which is always handy before starting your presentation to remind you where to go, but also nice at the end to remind viewers where they’ve been. To access this simply pinch with your fingers. Tap back on a slide to zoom back in.
To move through your slides, simply use the cursor / arrow keys to navigate through your slides. Interestingly, it also works with clickers, so it’s a great way of presenting without having to stand near your machine to move through every slide.