Mrvaudrey

Tag: ipad

  • On AppleTV in the Classroom

    This tweet tagged me (in the responses) this week, and myB response is more than 140 characters long.

    One of many things I like about the #mtbos is the math conversations that happen one line at a time.

    It just so happens, I have a lot of thoughtsB on this particular topic, more than I could share on a tweet.

    On SmartBoards

    While it’s not the focus of this post, I had one of these. As with most technology, it’s tempting to drop it in someone’s lap with little to no preparation, and be disappointed when the individual doesn’t produce Nobel-Prize winning lessons after a week. Every classroom at my school had a SmartBoard, and I never saw a lesson that did anything more innovative than I did.

    And I wasn’t doing much.

    Tina, if you can afford both, great. ButB if you’re between the two, spend the money on tech that promotesB student creativity, insteadB teacher creativity. I loved my SmartBoard, but the stuff that my students created in an hour was much more satisfying than anyB cool lesson design.

    And speaking of that…

    On AppleTV in the Classroom

    I had one in my 8th grade Math class for two years. Here’s the quick version:

    Loved:

    • Students (on the same network as the Apple TV) can quickly and easily share their work with the whole class. My struggling students suddenly became the star as they showcased their problem-solving on the wall and walked the class through their reasoning. Below, you can see two students teaching the class from their iPads duringB Teacher 4 a Day.

    Photo Apr 18, 8 20 32 AM

    • Students who found new apps or iPad tricks can teach the class about it on the big screen wirelessly (from their seat if they’re shy).
    Name with code
    Andrew, a timidB 8th grader, wrote his name using computer commands during theB Week of Code and taught his classmates his tricks.

    Didn’t Love:

    • I had my AppleTV with open access, no password, no confirmation; anybody could just hop on. The first week of school, Adrian (from his desk) bumped my iPad off the projector during a demo and showed the class a picture of a bunny from his iPad.
    Take a moment to think of what he could have shown. I'm glad it was JUST a bunny.
    Take a moment to think of what he could have shown. I’m glad it was JUST a bunny.

    Immediately, I knew it was him (the usual signs of middle-school mischief, furtive glances to classmates, frantic motions to hide what he was doing, chortling, etc.) and pounced on him.

    “Adrian. That’sB not okay. If we’re going to work well with iPads in class this year, we have to be respectful of each other, and it’s not your turn right now. You’ll get your turn later. Ask me first.”

    He was surprised. I was going forB firm and kind, but he was also surprised about my declaration for the year. I was laying the groundwork for our class and what we would do with these new fancy tools, and he–and, more importantly, the entire class–heard me say, “You will all have a chance to share.”

    Finger face with a question by Tsahi Levent-Levi
    “But, why not just protect the AppleTV with a password?”

    Yup. That would solve the problem, but it would also show students that I am the Chieftain of Class Culture instead of the Guide.

    I was confident in theB class culture that wouldn’t need a password, and the openness–I feel–gave the students some autonomy and respect. They would casually ask, “Can I show this to the class?” and my answer was always “Yes” or “In a minute”.

    I never had that issue of AppleTV control again, with Adrian1 or anybody else.

    In the Math Classroom

    • My class had an unusual situation; the iPads were used as an intervention tool in conjunction with a bonus hour of time with me andB no curriculum.

     

    That's right. An unsupervised hour with low-performing students and iPads.
    That’s right. An unsupervised hour with low-performing students and iPads.

    That free hour allowed us to explore other pseudo-core-curriculum exploits, such as the 20 Time project, Estimation 180, Visual Patterns, and Would You Rather?. Also, training the students in how to best use web-based tools like Google Drive (with whom, I have an inappropriate infatuation) and introducing them to computer programming with HourB of Code.

    In short, the AppleTV provided opportunities for my students to get excited about Mathematics, art integration, and a collaborative learning environment. Yeah, I did those things before, but that little black box provided access and confidence for students who were usually silent, lost, and confused.

     

    Worth it.

    ~Matt “Not sponsored by Apple, just satisfied” Vaudrey

    1. Adrian eventually flunked out of 3rd period and joined my 1st period, which did not have iPads. He was surprised by this, after three parent phone calls, two conferences, and three failing report cards.b)

  • Cheese Crackers – iPad Pics

    There was one more tech integration on the Cheese Cracker Square Root Showdown.

    Students in the iPad class were prompted to explain (via picture) the lesson to the next class.

    They took a picture, edited in Skitch, then uploaded to the class DropBox folder. Some of them are pretty sweet.

    Photo upload tip:

    Have students put their name on the photo somewhere. They are very sad if they have to re-do the whole thing.

  • Careful, Students!

    Today, my iPad class all got trained in DropBox, the online file-sharing service.

    One student got a tough lesson.

    Not as tough as the time I asked Mitt if his full name was Mittens.
    Embarrassing, like the time I asked Mitt if his full name was Mittens.

    All students downloaded the app and signed in with the same email and password. If you’re interested, click here to see how and why.

    During the installation process, I specifically said, “Click LOGIN, then wait and do nothing.”

    One student clicked ALLOW AUTO UPLOAD and a few dozen of her picturesB uploaded to the class folder. A nicer teacher would have quickly deleted them.

    Guess who didn't?
    Guess who didn’t?

    The whole class could see my iPad mirrored on the screen as I scrolled through OneDirection, Justin Bieber and a few of her self-portraits with duckface.

    The student was, of course, mortified as I showed how easy it is to save a picture of Bruno Mars and use it as my background.

    bruno-mars

    I’m an educator. Today, I taught about online privacy.

     

     

    (Credit to my brother for the Romney joke. It made the debates adorable.)

  • Not-So-Hot Stuff

    I hate talking about myself, which is why I’m writing a post about it.

    On Friday, I had 6 adults in my classroom during one period. The Math Coach from another school came over with one of her teachers and the Director of IT from the district office. The RSP teacher and my math coach joined them and my principal happened to drop by for a visit that day.

    “Guys, it’s a little tight in here.”

    Later, I got two more emails from people asking to come (with guests) and watch the iPad class. I’m not doing anything spectacular with the iPads, but it’s the big thing right now and apparently that makes me a hot ticket.

    My principal did little to dispel my discomfort.

    “In your class, you’ve made the iPad a part of the regular day. That’s what they want to see.”

    There’s a circus in town, and the tent is in room P-08.

    “Come one, come all! Watch me use an Apple TV!”

    Recently, a new teacher posted on his/her blog “I want to skip to when I’m established in my craft, after all this hard work of becoming a good teacher.”

    I thought that was interesting; because the established teachers that I know rarely feel that they have “arrived”.

    Established teachers are the ones who improve daily.
    Teachers who don’t improve haven’t “arrived”, they’ve stagnated.

    ;

    I don’t feel like I deserve all the focus–the attention the iPad circus is getting.

    That’s okay that I don’t deserve it. I haven’t arrived yet.

    ~Mr. V