I write this from my iPad on a ZAGGmate keyboard. This is not an ad for the company, but I can tell you that it raises the level of use for the iPad immensely. I am hoping I can test it with my students in the fall. It is a Bluetooth keyboard that also functions as a case. I can type much faster yet not have to cart around a cumbersome keyboard in a backpack. My students who opted to check out the keyboards that we purchased with iPads loved them. However, I could see my students across the campus by spotting the familiar keyboard sticking out of their backpacks. Lest you think this is the ultimate solution, the keyboard is only the length of the iPad and because it also acts as a case, it has a small ridge below the spacebar that sometimes gets in the way.
Now to the main focus of this post: I have begun to use the iPads in my classroom to function as "Clickers." Sure you can have them use cell phones to do that, but my students love watching the poll responses through their iPads instead of passively watching the screen as I, the instructor, decide when I will show responses. It is much more interactive and costs nothing.
The use goes beyond the clicker experience. After they have voted, we discuss their immediate responses. Then I ask them to research the topic on their iPads. We take another poll and discuss why they voted the same way or changed their votes. It becomes very lively as they, after responding to the second poll, not only tell why they "feel" the way they do but they back up their thoughts with their research and facts they discovered. It really teaches critical thinking skills to my future reporters who will spend much of their careers interpreting/analyzing the news for readers.
Wednesday, March 23, 2011
Tuesday, March 15, 2011
Reflection on iPad Focus Groups
Between March 8-10, I piloted three focus groups that interviewed students in the ENG 102 Honors iPad cohort. The purpose for the pilot focus groups was to inform how best to collect data (iPhone vs iPad), test my "role" in the room, sample the questions, as well as acclimatize students to interact and articulate their experience in a small group setting. While I am still processing the results for a more formal analysis, I can offer a bit of reflection....
You can definitely read and study the concepts and theory of Qualitative Research Methodology, but you may never really know what it is until you apply it to your practice. At least, that was the case for me. For those who may not know, qualitative research, first and foremost, positions research participants as the experts and uses their perspectives on and articulation about a phenomenon as data to be formally analyzed.
I certainly had my perspective on the success and failure of the iPad as a classroom tool. However, I openly admit that I may not have been as innovative as the iPad should merit. Looking back, I tried to make the iPad work with what I already knew and did. I wanted it to function similarly to a computer, really.
But, research participants' (students') perspectives were much different, much more positive than mine. During the focus groups they began to reveal how the iPad actually works for them as an educational tool and how they integrate it into their academic lives.
One participant revealed that the Notes app was the most beneficial. He stated he could take much "neater and organized" notes now that he could type as fast as he could think. His handwriting couldn't keep up, and regular "pen and paper" notes were practically illegible. He stated that this lead to better quality studying.
Several students spoke to how much faster they could accomplish the more mundane educational tasks like emailing faculty or classmates, "googling" an example or reference, and accessing articles and websites. Without the iPad these tasks normally would be completed after work or hours later. Many expressed that after a few hours they may forget to complete the task or opt not to complete it as they were too tired or too busy. With the iPad they could complete it right "then and there" when they needed to.
A couple students spoke to how an iPad in the home increased family time. One participant stated her father bought an iPad during the initial release but returned it after a week. When she brought the iPad home, she spent teaching her father the various applications, and he even borrowed several times to make presentations at work. Another stated that she and her daughter would trade the iPad to conduct research on the couch during family time. Even though the household owned a WIFI laptop, it never moved from the computer desk, and when someone did use the laptop for homework, he/she was separated and isolated from the rest of the family.
Lastly, one student self-identified himself as "not a technology person at all" but is now a "convert" as he has seen the benefits in efficiency the iPad offers. He can get some of his homework "out of the way" thus giving him more time to "do other stuff." He is trying to figure out how to buy an iPad after the pilot ends.
However, (and the caveat is...) almost all stated that when it came to typing and researching longer, more involved papers, they still opted for a traditional laptop or PC; the iPad wasn't quite there yet.
In spite of my perceptions, as the "class room expert" I learned a very important lesson--teaching and learning is about students first, and the iPad seems to be a viable tool that helps them manage their busy, busy lives in a complicated, modern world.
You can definitely read and study the concepts and theory of Qualitative Research Methodology, but you may never really know what it is until you apply it to your practice. At least, that was the case for me. For those who may not know, qualitative research, first and foremost, positions research participants as the experts and uses their perspectives on and articulation about a phenomenon as data to be formally analyzed.
I certainly had my perspective on the success and failure of the iPad as a classroom tool. However, I openly admit that I may not have been as innovative as the iPad should merit. Looking back, I tried to make the iPad work with what I already knew and did. I wanted it to function similarly to a computer, really.
But, research participants' (students') perspectives were much different, much more positive than mine. During the focus groups they began to reveal how the iPad actually works for them as an educational tool and how they integrate it into their academic lives.
One participant revealed that the Notes app was the most beneficial. He stated he could take much "neater and organized" notes now that he could type as fast as he could think. His handwriting couldn't keep up, and regular "pen and paper" notes were practically illegible. He stated that this lead to better quality studying.
Several students spoke to how much faster they could accomplish the more mundane educational tasks like emailing faculty or classmates, "googling" an example or reference, and accessing articles and websites. Without the iPad these tasks normally would be completed after work or hours later. Many expressed that after a few hours they may forget to complete the task or opt not to complete it as they were too tired or too busy. With the iPad they could complete it right "then and there" when they needed to.
A couple students spoke to how an iPad in the home increased family time. One participant stated her father bought an iPad during the initial release but returned it after a week. When she brought the iPad home, she spent teaching her father the various applications, and he even borrowed several times to make presentations at work. Another stated that she and her daughter would trade the iPad to conduct research on the couch during family time. Even though the household owned a WIFI laptop, it never moved from the computer desk, and when someone did use the laptop for homework, he/she was separated and isolated from the rest of the family.
Lastly, one student self-identified himself as "not a technology person at all" but is now a "convert" as he has seen the benefits in efficiency the iPad offers. He can get some of his homework "out of the way" thus giving him more time to "do other stuff." He is trying to figure out how to buy an iPad after the pilot ends.
However, (and the caveat is...) almost all stated that when it came to typing and researching longer, more involved papers, they still opted for a traditional laptop or PC; the iPad wasn't quite there yet.
In spite of my perceptions, as the "class room expert" I learned a very important lesson--teaching and learning is about students first, and the iPad seems to be a viable tool that helps them manage their busy, busy lives in a complicated, modern world.
Monday, March 7, 2011
Using the iPad with special needs students
In the fall semester of my newswriting class, two students signed up for the class who had special needs. The first semester I wanted a gentle start with the iPads, but as teachers, you know that it usually doesn't occur. Two students walked through my door who were going to challenge the iPad Project. One was hearing impaired and the other was sight impaired.
I had selected the iPad because other portable reading devices were not disability compliant and lawsuits were pending at some colleges. The iPad is compliant and we tested it through the fall class. If you go into thw Settings app on your iPad then click on accessibility, you will be able to adjust the font size for a student who needs the larger type to read and you can tell the iPad to read aloud written items displayed and set the volume as needed. Neither of my students were challenged enough to qualify for a classroom tutor, but both would have struggled in my course without the iPad. One has now joined my newspaper course.
While I didn't set out the first semester to test the accessibilities of the iPad, I was glad that I did. I was sold on what it can do for students who might need the playing field leveled in ways we hadn't considered as directly as those without computers.
I had selected the iPad because other portable reading devices were not disability compliant and lawsuits were pending at some colleges. The iPad is compliant and we tested it through the fall class. If you go into thw Settings app on your iPad then click on accessibility, you will be able to adjust the font size for a student who needs the larger type to read and you can tell the iPad to read aloud written items displayed and set the volume as needed. Neither of my students were challenged enough to qualify for a classroom tutor, but both would have struggled in my course without the iPad. One has now joined my newspaper course.
While I didn't set out the first semester to test the accessibilities of the iPad, I was glad that I did. I was sold on what it can do for students who might need the playing field leveled in ways we hadn't considered as directly as those without computers.
Thursday, February 24, 2011
Feb. 21-24 Journalism
My students and I only had one day this week to work on the iPads since Monday was Presidents Day. We are planning to use the iPad in two weeks as "clickers" for taking polls in class. They will also begin AP Style contests and more current events quizzes. Last semester, we didn't realize until it was too late that the student versions of the textbook could be downloaded. This became a problem for students who didn't have wifi access at home or in places they frequented. This semester, my students downloaded their textbooks so that they can use the books anywhere and at any time. I recommend it if you have your students use iPads and ebooks.
Educause presentation
So many people have been interested in what Larry's and my students are doing. They aren't simply using the iPads in the expected ways of ebooks, web surfing and notetaking. We have a system called MySCC that runs on Citrix. Through this, our students on iPads can run over 200 applications. Some have limited tools and therefore only allow minimal usage such as the Adobe Design Suite. The students are able to use Microsoft Office easily, however, and can even access Flash-based pages and videos by using the Citrix platform running on our servers because they can use the Firefox browser on MySCC instead of Safari on the iPad.
The presentation was a hit because instead of a Powerpoint, we ran the presentation off a web page that looks and acts like an iPad. You can view all of our data and presentation at http://www.scottsdalecc.edu/ipad
The presentation was a hit because instead of a Powerpoint, we ran the presentation off a web page that looks and acts like an iPad. You can view all of our data and presentation at http://www.scottsdalecc.edu/ipad
Friday, February 11, 2011
Who Am I/Animoto Assignment
Instead of the standard introduction essay that I assign to all of my students in all of my classes, the ENG 102 Honor iPad Pilot class was asked to describe themselves with three brief paragraphs answering three questions: 1) Who are you culturally? (Think: Race/Ethnicity, Religion, Socio-Economic class etc.); 2) Who are you subculturally? (Think: Hobbies/Interests, Extracurricular Activities, Music/Artisitcs Tastes etc); and, 3) Who are you professionally/academically? (Think: Major/Class Interests and Career Aspirations).
Once students drafted the paragraphs they were asked to sign-up for an Animoto.com free account as well as a Youtube account using their maricopa.edu email addresses. After a some instruction on how to work with the Animoto program as well as a demo of my own Animoto video, students were asked to create a 30 second video that used a mixture their personal pictures and some flash art that visually represented their three paragraphs. By the next class, each student was to stand in front of the class and discuss their three "Who Am I?" paragraphs, then show their 30 second video on their iPad (using either their Animoto or Youtube accounts)
Wow! What a success!
It was great to see them so enthusiastic at the beginning of the semester. The students really enjoyed working with the simple but effective functions of Animoto as well as the challenge of trying to fit everything they wanted to represent about themselves in a very efficient and concise video. There was 100% agreement that this was an enjoyable and stealthily challenging assignment.
One student even asked, "Can we make a video for all of our writing assignments this semester?"
Once students drafted the paragraphs they were asked to sign-up for an Animoto.com free account as well as a Youtube account using their maricopa.edu email addresses. After a some instruction on how to work with the Animoto program as well as a demo of my own Animoto video, students were asked to create a 30 second video that used a mixture their personal pictures and some flash art that visually represented their three paragraphs. By the next class, each student was to stand in front of the class and discuss their three "Who Am I?" paragraphs, then show their 30 second video on their iPad (using either their Animoto or Youtube accounts)
Wow! What a success!
It was great to see them so enthusiastic at the beginning of the semester. The students really enjoyed working with the simple but effective functions of Animoto as well as the challenge of trying to fit everything they wanted to represent about themselves in a very efficient and concise video. There was 100% agreement that this was an enjoyable and stealthily challenging assignment.
One student even asked, "Can we make a video for all of our writing assignments this semester?"
End-of-Semester Reflection/New Semester Anticipation
First of all I must say that it was and is quite exciting to be part of the iPad early adopters--in Higher Education in general, but also one of a very few (only perhaps?) at the community college level. (Thanks to Julie Knapp, Lisa Young, Dustin Fennell.)
When I first heard about this technology, the tech geek in me responded with a resounding, "Meh." (I already had an iPhone, and didn't see much of an advantage in the iPad). However, the educator in me immediately saw a cost-effective tool for typical student computing needs (i.e. web/electronic-based research, word processing, eTexts). If the iPad could live up to its potential, students would be able to meet their books and supplies as well as technology needs at almost half the cost.
After one semester of piloting the iPad with an ENG 101/102 Honors cohort, I started doubting. The iPad proved to have limitations when I attempted complete curricular integration in the classroom. (Well, it wasn't all the iPad's fault.) Bandwith was an issue. I don't think our campus has ever had 19 wireless devices attempting to access the network in such a concentrated space at the same time. So, certain web-based activities proved problematic as six to eight students would not be able to log on. Blackboard functionality also proved problematic and inconsistent in the classroom. Lastly, and in retrospect, I believe I misapproached the tablet technology: 1) I really wanted it to be just a computer in a slim and stylish package, and 2) I really just expected to convert my standard, computer/internet enhanced curriculum over to this new technology. So, really the limitations were just a manifestation of my limited approach.
Now it's a new semester with a new approach. After spending sometime researching the theory and practice of mobile learning, the mixed feelings my students had at the conclusion of the fall semester seems to have been replaced with the same excitement they had when they first found out they would be assigned an iPad. Some of the early iPad activities this spring have been very successful, and we are looking forward to more. We are using this innovative mobile technology to reconceptualize the classroom, enhance collaboration, increase engagement, as well as introduce the analysis and production of visual rhetoric. We cannot just do what we have always done with a new tool. Innovation needs to be reciprocal in this case.
Stay tuned.
When I first heard about this technology, the tech geek in me responded with a resounding, "Meh." (I already had an iPhone, and didn't see much of an advantage in the iPad). However, the educator in me immediately saw a cost-effective tool for typical student computing needs (i.e. web/electronic-based research, word processing, eTexts). If the iPad could live up to its potential, students would be able to meet their books and supplies as well as technology needs at almost half the cost.
After one semester of piloting the iPad with an ENG 101/102 Honors cohort, I started doubting. The iPad proved to have limitations when I attempted complete curricular integration in the classroom. (Well, it wasn't all the iPad's fault.) Bandwith was an issue. I don't think our campus has ever had 19 wireless devices attempting to access the network in such a concentrated space at the same time. So, certain web-based activities proved problematic as six to eight students would not be able to log on. Blackboard functionality also proved problematic and inconsistent in the classroom. Lastly, and in retrospect, I believe I misapproached the tablet technology: 1) I really wanted it to be just a computer in a slim and stylish package, and 2) I really just expected to convert my standard, computer/internet enhanced curriculum over to this new technology. So, really the limitations were just a manifestation of my limited approach.
Now it's a new semester with a new approach. After spending sometime researching the theory and practice of mobile learning, the mixed feelings my students had at the conclusion of the fall semester seems to have been replaced with the same excitement they had when they first found out they would be assigned an iPad. Some of the early iPad activities this spring have been very successful, and we are looking forward to more. We are using this innovative mobile technology to reconceptualize the classroom, enhance collaboration, increase engagement, as well as introduce the analysis and production of visual rhetoric. We cannot just do what we have always done with a new tool. Innovation needs to be reciprocal in this case.
Stay tuned.
Subscribe to:
Posts (Atom)