LAURA BAIN
  • Home
  • Blog
  • Contact

iPad Tips for Teachers: Keeping kids on task with Guided Access

27/10/2017

0 Comments

 
We want to always think the best of our students and trust them to be carrying on with their assigned task on the class iPads. The reality is that they are often flicking between apps and browsing the internet the moment our backs are turned. As our students become more skilled with their devices, parents and teachers need to stay a step ahead....or at least keep up.

A short story....

I was walking past a classroom this year. The class was spread out around the room working on devices from the school trolley. Three students were sitting with their backs to the window. I slowed to have a look at what the class was doing and I noticed that as the teacher approached, the students quickly flicked apps and continued to do the work they were supposed to do. The teacher looked at the screens and continued on. The second she was out of earshot, the students had flicked back and were continuing their off task behaviour. 

The potential for trouble

While these students were not up to anything inappropriate, they were off task. This continues to be a strong argument ​for those against technology integration in the classroom. The potential for distraction and a serious lack of productivity still remains. The bottom line, however, is student safety and teacher accountability. 
I remain an advocate for teaching kids to use technology safely and do not believe the way to do this is to set them up in locked down environments, but in saying this, I do believe in a gradual release of responsibility. Sometimes we expect too much of our learners. They are still children after all. 
Picture

Guided Access

A often underappreciated tool with parents and educators is the Guided Access feature that is built into iPad. Often used by retailers and vendors, this mode prevents users from leaving the selected app. 
To enable Guided Access head to your device settings. Go to the Accessibility options and then select Guided Access. Slide the button to enable the feature. You will note that in the explanation underneath you will then have to triple click the home button to switch it on and off once you are in the app you want students to remain in. 
Picture
Guided Access requires a passcode to disable it. In the passcode settings, you can also enable touch ID. Alternatively you can also set the time limit options so that Guided Access will automatically disable by the end of the lesson. Enable the Accessibility Shortcut so that you have greater control of the features. 

Once you are in the app, triple tap the home button. Guided access is now enabled. Triple tap again to view the options. You will be prompted for the passcode. From the options menu (pictured below), you can set the timer, decide which buttons can be used and even disable certain parts of the screen. To do this you can draw a circle around the sections of the screen you want to be dead. This can be handy for stopping students leaving set activities or the app in other ways. From this screen you can also end Guided Access.
Picture

Not the only solution

While Guided Access is handy, it isn't the only way teachers should be ensuring students are on task.  It can be timely to manage on a class set of devices. Establishing clear expectations and monitoring the students as they work is essential. Having students work in pairs or teams can deter poor choices if the groups are selected mindfully. Positioning yourself in a location that allows you to see student screens or not allowing students to sit against walls can also be helpful. While there are also screen monitoring software applications available, the danger in using them is that it can lock a teacher to their desk and prevents them from moving about the class and conferencing with the students. 

What are some of the strategies you use to monitor student device use and keep students on task in the classroom? Share in the comments below.

Thanks for reading!
0 Comments

Shining a light on three-dimensional curriculum

25/10/2017

0 Comments

 
This article was originally written for ACARA's Primary Matter's publication in October of 2017. The original post can be found here.
The Springfield Anglican College has been changing the way they are delivering the curriculum on the Primary Campus by developing problem-based STEAM units. This approach has engaged the students, fostered the development of 21st century skills and allowed  students to see themselves as young entrepreneurs and agents of change.
In 2016, teachers at The Springfield Anglican College were considering ways to implement the new Digital and Design Technologies curriculum. One priority was to focus on the 21st century skills addressed in the general capabilities. Year 6 teachers Vanessa O’Shaughnessy and Sheryl Prins worked with eLearning Coordinator Laura Bain to find connections between existing objectives and revise a unit of work that included Digital and Design Technologies, and general capabilities. Initiatives such as STEAM and Problem-based Learning (PBL) provided a vehicle not only to deliver new priorities, but also to identify and combine existing curriculum into more connected learning opportunities for students.
Picture

An Inspiring Organisation

Picture
The Solar Buddy organisation provided a starting point for the unit of work, as well as an authentic story to engage the students. Solar Buddy is an Australian charity seeking to educate students about energy poverty in marginalised communities around the world. Australian school children assemble a solar-powered light, which provides an opportunity to learn about circuits, renewable energy and sustainability. These solar lights are then sent to children living in energy poverty. The gift of a solar light can enable their recipients to pursue education without the need to study by harmful kerosene lamps, improving their future opportunities.

A Simple Idea

Simon Doble, CEO of Solar Buddy, visited the college and spoke with the students, describing the design features of the product and explaining the positive impact of a single solar light on the lives of children and families living in energy poverty. This event prompted teachers to encourage students to consider ways in which solar energy might be harnessed to address other needs and purposes. The unit then took a new direction: students stepped into the role of investigators, designers, engineers and entrepreneurs. Students formed teams, tasked with the design and development of a solar powered product that addressed a particular need or purpose. ​
Picture

A Learning Journey

Over the course of the term, integrating lessons across subjects played a part in the learning journey. For example, Science investigations explored electrical energy, simple circuits and energy sources. This learning formed a basis for student inquiry tasks into the impact of non-renewable energy sources and energy poverty. Geography lessons explored energy consumption and production in Australia and Asia. Students soon became experts on renewable energy and their individual inquiry topics. Technology lessons allowed teams time to work on their product designs. Students sketched design ideas, experimented with resources, and then created a prototype using littleBits and solar panels. Teams maintained a website of their design journey and documented their progress. ​
Picture

An Involved Community

The unit motivated students to boost community awareness of energy poverty and raise money to fund their involvement in the Solar Buddy initiative. They approached local businesses for donations and invited them to attend their Energy Expo. Students developed confidence in communicating an important message and inspiring support in their community. They were empowered by their learning to think about themselves as global citizens, agents of change, designers, engineers and young entrepreneurs.

A Special Event

Picture
The unit culminated in an Energy Expo, designed to showcase student learning and achievement during the term. The teams evolved into mock businesses; company names, logos, slogans and branding accompanied their solar products. Students displayed the results of their research into energy poverty and renewable energy, as well as their design journey and solar product prototypes. They were well-versed in their product pitch, engaging parents, local businesses and other members of the community alike. Student teams produced working prototypes of their solar products, which included a solar powered fan hat, a wireless mail notification system, a solar-powered bin light, a sensor-enabled stick for the blind, a wireless door-opener for the elderly, a vibrating teacher–student notification system and a solar-powered plant watering system. ​

A Story of Success

Teachers were impressed with the unit outcomes. The unit combined curriculum objectives in a way that solicited a high level of student engagement and motivation. Students developed skills articulated in the general capabilities. Students engaged in content covering Science, Mathematics, Design Technologies, Geography, English and The Arts, while making connections with cross-curricula priorities of the Australian Curriculum, including concepts of Sustainability and Australia’s Engagement with Asia.  ​
Picture
As a result of the Solar Buddy initiative, students considered ideas such as global citizenship as well as ethical and intercultural understanding. Students became critical and creative thinkers and developed their personal and social capabilities as they designed their own products to help others. They also felt they had ownership over their learning, the result being that students pushed the learning deeper and the objectives of the unit further. ​
The video below was shown at the Energy Expo:
0 Comments

Students and Screen Time

22/10/2017

7 Comments

 
While it is a popular topic of research and heated debates, it is too early to identify the long  term effects technology is having on the development of children. Nevertheless, it's always a good idea to be proactive and make efforts to educate students on the topic. As it turns out, last week when discussing screen time with my Year 4 students, I was the one to get an education!
The difficulty for children right now is that they are growing up in an age of technology. The good news for these children is... also... that they are growing up in an age of technology. 

Before you decide that I have lost my mind, allow me to clarify. I would argue that these students will be the most educated and aware about the potential risks associated with technology use. They will actually become the smartest users of technology so far. I would further argue that it is instead older generations, who grew up without personal devices, that need to learn the lesson.
Picture
​This was apparent to me only last week as I was teaching a Year 4 Technology Class. A central idea of their STEAM unit this term was that "not all fun is high tech". The students are looking at engineering low tech cures for boredom. As part of the hook for the unit, I (being the mindful educator that I am) thought I should address screen time with the class. The children were gobsmakingly knowledgeable on the topic. They were....SUPER aware. Which was great. Cut my lesson in half pretty much. Did it mean they had it perfect? No, they are still kids and moderation is not something they necessarily have nailed yet. Many admitted that they played on their iPads for extended periods in the evening at home on top of the time used in the classroom. 
Picture
What became the interesting turn in the conversation was not their own use, but the use of the adults in their homes. I realise this is crossing into dangerous territory, but interesting nevertheless. The comments had me floored:
  • The adults are worse than us!
  • I'd like to play football with my dad, but he's on his phone all the time. So I just play on my iPad too. 
  • My mum has her phone out at dinner time
  • I'm not allowed to ride my bike outside on my own. Mum and dad don't really have time. So I watch YouTube. 
  • We don't watch TV together. Everyone has their own device and watches what they want.
  • Mum sleeps with her phone
​There's no doubt that parents are busier than they have ever been, often both working. Many adults seek their own down time on their devices and often also let their children do the same. Anyone walking around the local shopping centre can see the children in strollers watching devices. They are handed to children in restaurants and when they are in the car to keep them entertained. They are the babysitters of the 21st century. To be clear, I am not criticising this - just making the observation. 
Picture
Picture

The Problem for Schools

Now here is the bigger concern for me and for schools in general:
School Screen Time + Home Screen Time = a LOT of Screen Time!
The question I would ask is.....what is the most valuable screen time? I would argue it is when it is used for learning...but of course I would....but I am not the only person that gets a say in this.
Picture
There is no doubt in my mind that a device can be empowering and transformative in the classroom. My professional passion centres around ways to leverage technology in the classroom to improve the outcomes for our learners. To me, that is the best use of a device. BUT, it is not the only way devices are being used. It is important to consider that students don't stop using their device once they go home and that they are entitled to down time. 

Striking a Balance

How can teachers help? While there is a crazy push to continue to use technology in bigger, better ways, it is also important to remember that is isn't the ONLY way. Teachers should always be focusing on pedagogy first and be mindful of the amount of time their students are spending on their devices in the classroom. Break it up, add in movement and make students focus on things across the room to help give their eyes a rest. Additionally, consider any digital tasks being set for homework. 

Modeling Mindful Technology Use

It would be great to hear some ideas for how mindful technology use can be better modelled and monitored in schools and at home. 

Please leave a comment below to share some ideas or rules you may use or you think may be a  good tactic for ensuring reasonable screen time for students.
Picture
7 Comments

Hack Recap: Oct 2017

16/10/2017

0 Comments

 
The Hack was back on the weekend and it delivered exciting updates and inspiring stories. The theme was sparking creativity and curiosity, with some great ideas from Alan November and MIE Experts from around the world. Read on to see what my highlights were.  
Picture

Microsoft Translator

Anthony Salcito, got the party started by introducing Microsoft Translator, which includes an add in for PowerPoint that enables, live captioning, cross language understanding and multi-lingual casual conversation support. This type of assistive technology is powerful in diverse classrooms, language learning classrooms and even in school administration. 

You can download the add in for PowerPoint here. Visit the official Microsoft Translator page to learn more.

The best teacher is .... a student!

The super inspiring Alan November, shared student created tutorial videos (from www.mathtrain.tv) and suggested that students can make the best teachers. He cited research by Harvard university explaining that teachers can have the "curse of knowledge" meaning they have too much content knowledge to connect with a first time learner on a subject. It is suggested than another first time learner, having just experienced a subject themselves, can make the best teacher at the introductory level. 

A global audience motivates our students

Purpose is a great motivator. They joy of creating content to teach a peer can often more inspiring than working for a grade. Alan suggested that connecting with a global audience can make students feel that their wok is valued and making a difference. Using ClusterMaps, Alan was able to show students the people who were accessing their content from around the world. Suddenly the children were scrambling to create more content to "help others around the world". 

Solve vs Involve

Twitter was also highlighted as a powerful tool to connect classrooms and teachers around the world. A final example shared by Alan November was a tweet posted by a maths teacher (Jessica Caviness) where she asks her students to design their own problem, prompted by a picture and the requirement to "involve" volume. The outcomes were wide and varied. It represented a breakthrough in creative thinking in a Mathematics classroom, with student questions pushing their peers to work beyond the standard. ​
Picture

Tammy Dunbar is the teacher we all want to be

If I could go back to school, I would want Tammy Dunbar as my teacher! She was such an animated and passionate professional. ​Tammy shared her top five ways to spark creativity and cultivate curiosity in her 5th grade classroom:
  1. Minecraft - Tap into what students love and craft experinces that get students creating
  2. OneNote - Students share content any way they want on the unlimited canvas and work together in the collaboration space
  3. PowerPoint - Collaborate on projects and make videos 
  4. Kahoot - Ghost mode lets you challenge classes in different timezones
  5. Skype - Mystery Skype Sparks curiosity, connects you with classrooms and experts from around the world

Skypeathon

Picture
The Skype-a-thon is a global Skype event on November 28th and 29th. This learning event aims to get students travelling around the world and connecting outside their classroom. Classrooms can participate by registering for virtual field trips, Skype lessons, collaborations, mystery Skype or by having a guest speaker. You can find out more and register here.

Lego Mindstorms Education Ev3 Integration

Lego Mindstorms now integrates into Windows 10 with a new EV3 app. Connecting via bluetooth makes the experience even better. You can download the app here.
A new courses for Lego EV3 is also now available via the Microsoft Educator Community here. Upon completion, you receive badges and points on your Educator Profile. 
Picture
Picture
Picture

Remix in the Classroom: Digital Inking on Microsoft Photos

Copy, transform and combine. These are the elements of creativity. Taking existing media, transforming it and combining it with new materials for a new purpose underpin the process explored at Renton Prep. The students are using the new video features in the Photo App to creatively share their learning, combining digital ink on top of photos and videos. This has potential across subject areas and could be used in a variety of ways. I cannot wait to have a go!

You can download the Microsoft Photos app here.
​For those would like to watch the recording of the Hack the Classroom event themselves, you can check it out here. Be sure to watch until the very end to see Toney Jackson perform his 10 commandments - wow!
Picture
0 Comments
    Picture

    Laura's Blog

    Read all about my thoughts on teaching in the 21st Century, my experiences with technology in the classroom, running a Maker Space, launching STEAM and Design Thinking with students, coding, robotics and much more!
    Keep up to date by subscribing below!


    Email Updates

    Enter your email address:

    Delivered by FeedBurner

    RSS Subscription

    Click the button below:
    Subscribe

    RSS Feed


    Archives

    July 2019
    January 2019
    December 2018
    September 2018
    August 2018
    June 2018
    May 2018
    March 2018
    February 2018
    December 2017
    October 2017
    September 2017
    August 2017
    July 2017
    June 2017
    May 2017
    April 2017
    March 2017
    February 2017
    January 2017
    August 2016
    June 2016
    June 2015
    November 2014


    Categories

    All
    Apple
    Applications
    Apps
    AR
    Assessment
    Badges
    Binary
    Class Dojo
    Code Club
    Coding
    Computer Science
    Devices
    Digital Ink
    Digital Technologies Curriculum
    ESafety
    Events
    Forms
    Holidays
    ICT Capabilities
    Ideas
    Leadership
    Learning Environments
    Lego
    LittleBits
    Microsoft
    Mindfulness
    NAPLAN
    National Science Week
    OneNote
    Ozobots
    Reporting
    Robots
    Science
    Social Media
    Sphero
    STEAM
    STEM
    Teacher Tools
    Tips

Home
About
Contact
Technology will never replace great teachers, but technology in the hands of great teachers is transformational  -  George Couros
  • Home
  • Blog
  • Contact