The iPads are Here 08/07/2011
Just in case you are wondering what almost 900 iPads look like, here's a picture of the boxes that Matt and Keith stacked up in the kitchen of the Tech Center back in July. The boxes were stacked up about 6 foot high. Each box contains 10 iPads. The iPads have been engraved with CCSD15 LCLT, which indicates the funding came from the ISBE Low Cost Laptop grant. After they arrived, we just stared at them for a while. Several decision had to be made. We got a little help from Patrick, our sales rep from Apple and the Apple systems engineer, Scott. We came up with a system that we are pretty confident will be efficient and work well. It's important to note that District 15 is the FIRST LARGE DEPLOYMENT of it's kind in the state of Illinois. Chicago deployed 700 last year, but to 35 different schools. They'll be working with 5000 this year, but as if this posting, haven't received all of them yet. However, we were the first to get our order, so we are at the front end of the learning curve, for even Apple. Much of what we've done to get them ready for our students is based on piecing together a lot of information from smaller deployments. It's been an adventure! Just in case you are interested.... here's how it went! Step 1 - Unpack the boxes. That took a couple of days. It seemed like forever until it looked like we were making a dent. As the 10 pack were taken out of the boxes, the serial numbers were placed in the tray. That's how we entered the devices in the asset management system. Step 2 - Two labels were put on each iPad. One label is the bar code for asset management system. The LRC teachers at the schools can use the Destiny system to check out the iPads to the individual students and teachers using this bar code. The other label is the name of the iPad. For example VL-147-IA7 means Virginia Lake, room 147, iPad #7. Each iPad has to be numbered so Tech can tell which iPad is which in the network, just like what's done with the computers. Step 3 - Covers were placed on the devices. Each grade level was assigned a different color. I really wished I had a choice in colors, but it was very difficult to find a vendor who could sell us 900 covers. We were lucky to find a really nice man in California who could supply us with the number of covers we needed for around $4 a piece. He sent them to us very quickly and even covered the shipping cost. The only catch - I didn't have any choice on colors. I put red covers on the iPads for 3rd grade; blue covers are for 4th grade; white covers are for 5th grade; and the 6th graders get black covers. Teachers get a nice cover that folds over the device and has an easel to stand it up. Step 4 - Eight MacBook laptops and Bredfort carts were purchased for the 2 schools. These special carts and laptops are used to manage the iPads. The carts are equipped to take up to 30 iPads, hook them up all at the same time using a USB cord to the laptop. The laptop uses iTunes to manage the software, the applications, and "push" updates to the device. Each of the eight MacBooks has an iTunes account - one for each grade level for each school. The iPads were loaded into the Bredford carts. The first thing we had to do was use a piece of software provided by Apple to update each device. We've only had these things in for a couple of weeks and already, the operating system needed an update. After the update was complete, we downloaded from the iTunes store around 60 different applications to be "synced" to each device. Then, each iPad was provided with the selection of apps. After the apps were loaded, then each device had to be named (VL-147-IA7) and another piece of software was used to assign the network settings so it can get to the Internet from our wireless. From start to finish, it probably took a couple of hours per each classroom set of iPads. Based on the process to get the apps on the devices, we have to make a few restrictions. This is a work in progress, but basically this is where we have to start:
Add Comment Tools for the 21st Century Classroom 04/04/2010
Tools for the 21st Century Classroom Within the few weeks, hundreds of laptops will be delivered to all our classroom teachers. This shift from desktops to laptops will allow elementary instructional classrooms to receive 2 additional student computers. Within the next several months, LCD projectors and a sound system will be installed in each classroom. Finally, by the end of next year, document cameras will be deployed as well. The primary focus of these digital tools will how they will directly impact instruction. Teachers will love the mobility of the laptop and how lessons are enhanced by the highly visual and interactive document camera. The potential for engagement of the students will be incredibly powerful, as our children live in a media-rich world and rely heavily on visual sources for information and understanding. As these tools help us shift the use of technology, particularly the computer from a productivity tool to an instructional tool, there are a few important things to consider. Classroom setup The teacher's computer is no longer strictly a productivity tool. Initially, classroom teachers' laptops along with the docking station will be placed on their desks. Many teachers have their desks positioned in the back of the class and out of the way of the students. However, in a few months, the docking station will also be connected to an LCD projector, sound system and a document camera. Teachers may have to rethink the placement of their desks or come up with an alternative surface to place the laptop/docking station so they can be in a position to interact with the students and allow for optimal classroom management. You don't want to be projecting media from the back of the class and talking to the backs of your students' heads. Student engagement The addition of this new technology into instruction will require a great deal of flexibility and "thinking outside the box". It's important to recognize how students become actively engaged in the learning process when visual media is used to reinforce concepts, and support comprehension. The availability of the Internet creates endless possibilities as teachers access images, video, maps, graphs, virtual tours, and other primary resources. In addition, access to teacher examples and student work helps visually demonstrate the process for writing, solving a math problem, or doing a science experiment. Keep in mind that students can lead instruction by using the document camera to manipulate objects and explain what they are doing. Using technology to devote more class time to students demonstrating their thought process, sharing their work, and gaining confidence in their abilities directly impacts student achievement. Unexpected benefits
Web resources http://www.emints.org/ethemes/resources/S00002162.shtml http://www.edtechnetwork.com/document_cameras.html http://www.umesd.k12.or.us/techlinks_100ideas http://www.timbedley.com/articles/article05.htm http://www.elmousa.com/files/ShowMeGreatLessons!.pdf Have you heard of Wordle? During the presidential campaign it became pretty popular with the press. Wordle creates a visual representation of text. The frequency of a word in the text shows itself in the size of the word. The bigger the word, the more frequently it is used in the source text. The online program allows the user to paste a bunch of text (any text) into a field and then when submitted, in a few seconds, a visual like this one appears. I've been asked to talk a little at the elementary Language Arts teachers' meeting. It's really hard for me to say "just one thing", but I'll create this post to help me focus :). Our district has 5 Flip video cameras for check out. They are really easy to use and there are so many ways to use this kind of technology in the classroom. Just so you know, once you are sold on using the Flip - Terry Clarke from Carl Sandburg Junior High recommends you but a few Vado video cameras. Here's a link to where you can get those for around $40! Take a look at this presentation. It's a collaborative effort of several teachers to show at least 40 ways to use a little video camera in your class! A Look at Ning 08/30/2009
There is a great deal of research which points to the benefits to a group when the members have the opportunity to engage in another level of collaboration beyond the face to face meeting. Positive results can be achieved if the members have a common purpose and clear goals. The availability of Ning can be a wonderful opportunity for creating on online community. Ning is an online platform for people to create their own social networks, which is a way for people to connect and collaborate together, working toward the same goals but perhaps different contexts. For example, administration can implement a Ning when they are looking for ways to network and collaborate across all schools in a large district. Collaboration in a professional learning community is one of the essential features of this online tool. The value of the tool is only as good as the participants make it. Members will be compelled to participate when there is good information available that will help them do their job better or consistent interaction such as comments to a blog post or responses to a forum post. In order to really understand it's value, members shouldn't view it as "just another thing to do", but as an extension of what's already being done. When groups are already meeting face to face on a regular basis, specific goals emerge and follow up becomes important. That's when the asynchronous nature of communication can really enhance the development of ideas and making plans for follow up. This tool is not without it's issues, although the issues are not so disruptive as to discourage the users from participating. First of all, it's important to note that Ning is not Facebook, but it's open to any group of people, not just educators. Some content or subject matter may be offensive to some. In addition, Ning is open to spam in the form of unwelcome requests for membership from people who are trying to gain exposure for commercial purposes. Access to the content and membership can be carefully controlled by the privacy settings, invitation only, and the ability to moderate by the Ning organizer. Finally, unless the organizer pays for premium service, Ning includes Google ads on the right column of the page. Some find the ads distracting. Check out these rich communities that utilize Ning to collaborate with educators all over the world that have been set up by an organizer to share resources or help facilitate support for it's members to enhance their teaching practices: Smartboard Revolution - share tips and resources on using interactive whiteboards in the classroom ISTE Commnity - The International Society for Technology in Education organizes this site for it's members to collaborate Teacher Librarian Network - developed for teachers and school library staff The English Companion - very active community of English teachers who are there to help others Classroom 2.0 - extremely large group of teachers who interested in using technology in the classroom, a great place for beginners Fireside Learning - an opportunity for anyone to reflect on teaching practices and anything about education Gifted Education - a community of teachers who are intereted in helping each other when working with gifted students Art Education 2.0 - a global community of teachers who use Ning to facilitate the use of new technologies in Art class Finally....I'm on the board. 08/22/2009
I'll admit it - my experience with Interactive whitboards is pretty limited. Since the past several years of my career have been spent out of the classroom, I have never prepared a lesson or used a whiteboard with students. I've seen presentations and I've even taught teachers how to use them, basically - but I haven't spent a great deal of time designing lessons like I have with every other technology application known to man. When I did some research to prepare some resources for this site, I've decided I don't really need to design lessons. There are so many great teachers who have been working with this kind of technology and are passionate about their value in the classroom. Don't ask me for a lesson plan, ask Jim Hollis or any of the enthusiastic educators who partcipate in the Smart Board Revolution Ning! I compiled some sites on the Interactive Whiteboard page on this site, but it's by no means exhaustive. If you think I missed any really important sites, please pass it along! One thing I know about SmartBoard (not to endorse any particular product) is that with their software comes over 6000 pieces of media. The first thing you should do with your board (regardless of the brand) is check out what comes with the software! Based on your learning objectives, find graphic elements and prepared activities that built right in. You could create or adapt using what's already there before you even turn to the internet for lessons. You should absolutely check out the network of educators for tips an tricks. That might be the most valuable information for a beginner. My goal: Use the interactive white board to present at my next professional development workshop. Wish me luck. Meet Teachers Where They Are 07/27/2009
Professional development must be crafted to respond to a wide range of learner readiness, interest, learning style, and comfort level. Specific examples of techniques include providing many opportunities for reflection, conversation, and reading of professional materials. It is imperative to cultivate a nurturing learning environment where teachers can be mentors to each other, engaging in peer observation, collaborative planning, reflective assessment, all with the existence of on-site support. That being said, what are some of the best strategies for introducing teachers to new tools - and especially how these tools can enhance teaching and learning? Just to brainstorm a bit.... A Blog a Day 07/21/2009
As you can tell from the collection of resources on this website, I love to find new websites that teachers can use with their students to enhance their lessons and activities. New sites are developed every day and I'm very grateful to two busy educational bloggers for helping me learn about them. A Leader You Should Know 07/20/2009
In a recent blog post, Dr. Scott McLeod put out an appeal for bloggers in the educational technology world to write about leadership. As I reflect on the posts of others and examine what it means to be a leader, I wanted to take the opportunity to introduce you to my dear friend and mentor, Sr. Mary Therese Freymann, BVM. Sr. Mary Therese has been in education since 1955 - most of that time teaching 8th graders. (Anyone who can teach 8th graders for over 30 years has got to be great, right?) She’s currently “retired”, which is a ridiculous term for her since at least 5 days a week, 52 weeks a year she works with inner city schools - writing grants, organizing and facilitating professional development, helping the Archdiocese of Chicago implement their technology plan and pretty much doing every thing she can to make sure that students in her schools have the resources they need to be prepared to live and work in the 21st century. I’m quite certain that she’s spending at least a few weeks this summer imaging machines (she’s on a Mac, by the way). She is one hard-working lady. By the way, her accomplishments include a ISTE’s Making it Happen Award, complete with Pink Jacket (not the one she’s wearing here)! Embedding 21st Century Skills 07/02/2009
One of the sessions I attended at NECC was Building 21st Century Skills into Core Subjects. As much as I love learning about new tools, I purposely look for opportunities to explore specifics on how technology fits in to core curriculum areas. This session consisted of a panel of representatives from NCTE, | AuthorI am a technology integration specialist for a elementary school district. All posts are my own opinion and not that of my employer's. ArchivesAugust 2011 Categories |
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