When asked to teach the new subject ‘Digital Technologies’ as a specialist teacher 3 years ago, it was clear that a well-developed and thorough plan would be required. Brand new unit plans would need to be developed and from there, consideration would need to be made for equipment and technology purchases that would support this new program. Without hesitation, at the top of my list was 15 mini ipads with 128GB capacity. Having been a laptop ‘one to one’ teacher for the previous two years, that might be considered an odd choice. However, portability and flexibility were paramount so for me there was no question. However, considering that these devices were going to be used all day, every day, this was a going to be a rigorous and thorough test of these devices. So how did they shape up?

Flexibility
As a Digital Technologies specialist teacher, I was going to be teaching every year level from Prep to Y6. As a computing device, the ipad was able to accomplish all tasks that I wanted it to do. This includes traditional computing tasks such as desktop publishing (‘Pages’ App); to spreadsheets and data (‘Numbers’; and ‘Doodle Buddy’ App); connecting robots such as Dash with ‘Blockly’ and ‘Wonder’ App (via Bluetooth); Ozobots via wifi; and Drones via ‘Tello’ App. From the little hands of the Preps to the larger hands of the Year 6s, it was clear that the mini ipad was a practical size and weight- yet still a perfect vehicle for all the learning that was happening.

I needed a device that offered flexibility.

Distinguishing features
For me, the distinguishing features of the ipads over laptops included: immediate start up; cable free operation; practical size and weight; and built in camera and editing apps (eg: iMovie and photos). As coding is an important aspect of digital technologies, it was important that this would be easy and accessible. We had plenty of opportunities for this with apps like ‘Lightbot’; ‘Bluebot’; ‘Beebot’; ‘Tynker’; ‘Lego Fix the Factory’ and ‘Swift Playgrounds’. It was a little disappointing not to be able to access ‘Scratch’ from the ipads, however ‘Scratch Junior’ is an excellent app that we used regularly to create stories with code.

Connection
The ipads provided hassle free access to our school wifi, making research a breeze. We could access any websites for learning or creative commons images very easily using ‘Safari’ app. I should point out that we blocked ‘Google’ for searching the internet on ipads as we found their search engine not 100% safe. Our search engine of choice was ‘Bing’, which we found was reliable for safe searches. Connection to all devices such as robots and drones was also reliable and trustworthy.

Charge
Using iPads over the 3 years has been hassle free. Devices have had plenty of charge to last the day regardless of the tasks assigned to them. This is important as reliability is key.

Managing Teaching
From the outset, it was my intention to use ipads as a shared device. It was my goal for students to work cooperatively and collaboratively. As such, we mostly worked in pairs and sometimes groups of three. Apps that allowed labelling and saving of student work always had preference (eg: Book Creator, Pages, Numbers, iMovie, Lightbot, Scratch JR etc). This meant that students could return to their project the following fortnight.

You need to be able to save and name student projects on an app.

It is important that groups are recorded digitally when managing multiple classes. Especially when you are assessing pairs of students together. Numbers app was always where I would record who was working with whom; and which device they were working on. My devices were numbered 1 to 15 on their cover so that it was easy to assign ipads in each session.

Key tools for using ipads

There are a couple of key tools that really help with using ipads within the classroom. The first is ‘Airdrop’. This enables you to quickly and easily transfer work to a teacher’s ipad. This is excellent for assessment as you can take work home on your ipad. Alternatively, you can use it as a method of saving student work.

‘Airdrop’ also enables scaffolding of learning. When you use apps like Pages or Book Creator, you can structure an assessment piece with clear instructions and then Airdrop them to all of your devices. Students can then name these documents as their own and follow the instructions that are on the document. They can then add images, video, text or voice to these documents.

Teachers can scaffold learning with apps like Book Creator and Pages; and Air Drop them to devices.

If you are going to work with ipads, it is essential that you offer some kind of reflection tool so that an ipad’s screen can be seen on your classroom TV or projector. We use ‘Air Server’, which is an app that is loaded onto your laptop. An alternative is ‘Reflector’; or you can use an ‘Apple TV’ or similar. By doing this, you can more easily demonstrate what to do or share student work to the class.

If you have issues with students sneaking on to other apps when they are not supposed to, there is ‘Classroom’ app by Apple. It enables you to lock all devices into one app, or monitor which apps are being used by which device. Although I have found this effective, I also found that I could mostly trust my students to be on the right app.

New Opportunities

Digital Portfolios or blogs have been a new area of exploration this year. To do this, I have been exploring Seesaw app. This year, this app was used to create a blog page for all of my Year 5 and Year 6 classes. Posts could be written in Pages app and then exported to Seesaw as a pdf via a QR code. Bottom line- this means that the students can simply make posts to the class blog themselves. This initiative has been very exciting and another reason to be happy with ipads.

Seesaw provides opportunities for digital portfolios and class blogs.

Strength
No matter how many times I reminded students to be careful with their devices, on average there was at least one ipad dropped per class every day. That is about 6 drops per day! Over the 3 years, I have had one cracked screen that needed replacing. I currently have one other device that drops out of apps while you are using it. It is most likely that this is from multiple drops and it will probably need replacing.

Replacement
Although 14 of my 15 devices are still perfectly operational, it has become clear to me that we need to have a replacement plan for old devices. Across our school, we have ipads that are up to 5 or 6 years old. As they are so well constructed, robust and sturdy, the hardware does last very well. However, long term we need to consider replacement as the software is no longer supported on older devices. Maybe we could achieve another year from my 14 devices, but it would be unlikely that the next iOS updates will continue to support devices of this age. Is that a deal breaker? No, I think that we need to modify our expectations and plan for a replacement of devices after 3 years of use.

Other tablets?
I am sure that there are various other options that could do a great job for supporting student learning. However, I am a fan of the ipad due to the ecosystem that it operates within. The combination of the operating system, hardware and apps available just seems to work so well together.

Final Assessment
As an ‘Apple Teacher’, my faith in ipads was already high. However, the last 3 years confirms for me that iPad presents us with a professional, reliable and robust product for all day, every day usage in a shared learning environment. When I do move to replace them, there will be no question that the replacements will also be ipads.

Glenn Bruce

A question worth posing.

The benefits to teachers
Online learning means that students can be set tasks by the teacher for independent learning at a student’s own differentiated level. They can then be given time in class, in the computer lab or at home to practice those skills. The beauty is in:
• Differentiation of students;
• Students can ‘own’ their own progress and success (for instance they can choose to do more because they want to get better at it);
• Teachers can access data to advise and coach their students.
• Students receive instant marking and feedback on their progress;
• Teachers do not need to mark student work.
• Flexibility of access (any device, anytime, anywhere).

Choose to buy in
There are various brands of online learning available in the literacy and numeracy education market (eg: Mathletics, Literacy Planet, Reading Eggs, Sunshine Online, Matific, Studyladder, Spelling City, Manga High etc). They vary in different ways. For instance their user interface and learning model can be quite different. However, it doesn’t really matter which brand your school has given you access to, choosing to actively ‘buy in’ and participate is usually a teacher’s choice.
Teacher promotion is needed
When a teacher is exposed to a new online learning model, they are aware that there will be a learning curve. They need to decide if they think the energy used to learn and promote this learning tool is worth the outcome. If you do choose to engage with online tools, a teacher must be the promoter and driver of the success of that program. Without that, student buy-in will be poor.
Online learning multiplies the effectiveness of your teaching. A teacher cannot assist every student at every moment. Online learning is highly structured and provides prompts and clues for students to work relatively independently. It is engaging, challenging and satisfying. Kids love it when they can see that they are kicking goals! Online learning makes so much sense on so many levels. Promoting and harnessing the power of online learning makes us better teachers for our students.
So, do we set tasks and sit back and let it all happen? No. As a teacher, online learning tools provide us with rich data on our students. This data helps us to identify those that need extension, those that need learning support and coaching from us and those that need to be on an easier level.
Seeing students ‘buy in’ and truly engage in online learning is an absolute thrill as a teacher. Their confidence in numeracy and literacy soars! It has been my fortunate experience to see students working at above their year level as they had mastered the curriculum tasks at their year level. Similarly, I have seen struggling students who are working at lower year levels prove themselves to the point of being able to raise the year level they are working towards.
Online homework?
What about homework? It makes a lot of sense that homework should take the form of online learning wherever possible. No worksheets to printout, distribute and mark; and kids can choose to do more homework if they want to. If you are promoting it right, many will!
Online learning is not supposed to remove the role of teacher, or that of traditional teaching methods and strategies. It is designed to be another tool in your tool belt and to complement your other strategies. Teachers, if you are not excited about online learning, maybe it is time to have a fresh look at the options available to you.
Access to technology in education (and in students’ homes) is increasing. The more it is promoted, the more success we should see through its use. Let’s get excited!
Note: These comments are the opinion of the author.

Feeding the birds at O’Reilly’s.

Note: Each photo links to a 2 minute video about the location pictured.

Having had a terrible camping experience some ten or more years ago, I swore that I would never go camping again. As for National Parks, well the thought of visiting them for a bush walk never really occurred to me. However, having taken up orienteering in recent years, the love of all things bush has grown within me. I decided to make my Long Service Leave all about National Parks. I am glad that I did.

The Pyramid- A Striking Landmark of Girraween National Park.

Apparently, just in South-East Queensland, there are some 25 or more National Parks. Within those Parks, there are bush walks on offer for anyone from beginners to serious hikers. Some are only a few hundred metres and paved, allowing access to strollers and wheel chairs. Others range in length and difficulty from an hour through to several days walk.

Purling Brook Falls impresses.

Adding to this holiday goal, was the opportunity to participate in my newest hobby- photography and movie making. As such, I have collated my National Park hikes into a serious of 2-3 minute videos. Each movie provides a simple and brief explanation of what that particular park has to offer, along with any important relevant information. They are free to watch and share and give you a preview of what to expect so that you can decide if you would like to visit.

Burleigh- beautiful and surprising!

Kondalilla-The trees astound all.

During this experience, I removed my 9 year old daughter from school for 2 weeks. I am happy to say that the entire experience was wonderful! Incredible views and nature, wildlife, challenges and yes, camping. It was all great! Best of all we had a quality, bonding time together.

Mt Cougal-For the thrill seekers!

The most recent movie was my most challenging. ‘Walking the Warrie Circuit’ is a visual and auditory experiment that represents the beauty and challenge of this 17km walk. My film making friend, Ben who is an excellent film maker, accompanied me, offering a great companion and excellent advice in what was a unique experience.

Fern on Warrie

Check the links to my various movies. I encourage you to follow in my footsteps. If you have been to any other National Parks in SE Qld, let me know. It is my goal to visit all of them and to try most of the walks within them.

Natural Bridge- An amazing half day trip.