Those of us that have taught for a few years understand the “big stack dilemma” very well. Transporting, grading, logging scores, returning, accepting revisions, regrading,… uhhh, it just doesn’t stop. To help the students that we work for it can’t stop. But the process can be improved using some technology around the web and creative thinking.
There is a large difference when it comes to learning with iPads and that difference has to do with mastery. A number of articles can be found on exploring the other differences, my latest favorite is Matt Levinson’s http://www.edutopia.org/blogs/ipad-be-nimble-be-quick-matt-levinson. But something seems to get overlooked by outsiders of education in the argument. Mastery. I have worked with iPads since 2010 in schools and I was one of the largest advocates for laptops. Yes, you read that correctly, laptops. I thought that iPads were simply a consumption device and didn’t have the foresight to see beyond their current iteration. Also having been a classroom teacher for the previous 10 years I knew how students learned best. But that didn’t seem to make a difference to my administration. People in much more influential positions than I in my district decided to get iPads anyway and something amazing started to happen. Students started learning and retaining the information. I thought, “But how could they? They are just having fun with games!” But I was at a point where I was frustrated with doing the same routines over and over again and not getting the results I wanted with student mastery so I dug deeper and found that I had something to learn about educational technology.
Data, data, data. In this day and age we are all looking for increased test scores and the like to prove our points, but my data on this subject is different. It is all anecdotal, but to a teacher that has been in the game for a few years I know when learning is taking place. Last night really got me thinking about it much more. With yesterday being Mother’s Day, we celebrated with family and after the kids were in bed my wife and I sat down to watch a movie. Five minutes in to the film her iPhone sounds with a message and she begins to laugh hysterically. Our son, age the age of 7, used his iPod touch to take a photo of himself and send the following:
“Hi mom. This is me in my room. I love you and hope you had a good Mother’s Day.”
As all teachers do I back tracked the train of thought on how that message got from my son’s head to my wife. And the answer was simple. I taught him how to take photos the first day he got is iPod touch and he remembered it. No only did he remember it, but he used it masterfully in context of importance. That led me to thinking about all of the games my kids play on the iOS devices in our house and it is amazing how the mastery of basic tasks, taking a picture, math, spelling, definitions, writing, and other games had happened without drill and kill. And so much more!
Walking around the classrooms don’t give me the same sense of learning in my district. The students that I have are using shared iPads and honestly the learning is limited. Oh they have fun and do get some concepts down, but there is so much more potential. What places like Maine and Los Angeles have done with iPads is absolutely amazing. Now if we can use that power for the greater good we might have something!
If your district is looking at iPads vs. Laptops there are a number of metrics you can consider, but one of the most overlooked is the amount of mastery and the speed at which it is acquired. iPads are fun. Students want to use them. And with each use comes a desired learning that is cleverly disguised in games. Laptops have games too, but it is the same thing that many of us learned on and laptops aren’t as fun. Teachers have a unique opportunity to bring back the fun in learning with iPads. I wish I had more data on the influence of fun in mastery (maybe a research paper worth writing), but I have to go with intuition on this matter. If I could I would start with how long it takes a student to understand fractions Motion Math instead of worksheets!
PBL has long been one of my most favorite ways to teach. As I continually research all of the ways in which PBL can benefit the classroom I am also discovering that current practitioners are innovating along the same lines. The BIE has so many great resources on PBL and this one is no different. http://bie.org/blog/how_can_we_teach_and_assess_creativity_and_innovation_in_pbl
Higher education drives the entire machine.
In her eye-opening talk at TED2009, Coleman shared her hopes and fears for the future of the American liberal arts education. Then the president of Bennington College, she critiqued the status quo in higher education: a university system more concerned with growing endowments than with training the next generation of public servants. Universities, she said, are not producing students equipped to address pressing global issues. She called for a radical reimagining of the liberal arts education, and shared her vision for a school system that produces engaged citizens with a strong sense of civic duty.
In 2011, Coleman set out to make this…
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We are looking at Learning.com for some of our assessment needs. Good to see that the data in a report!
I really enjoyed reading the information posted here. Now, how can we expose the decision makers to all of this?
Very insightful article on what makes for good flipped classroom learning. Key points for me were the student incentive to do the work at home and the assessment of the work performed both in and out of the classroom. Give it a read and see if it will help you! http://www.edutopia.org/blog/flipped-classroom-best-practices-andrew-miller