Our students use iPads in the classroom. From Grade 1 to Grade 3 they use class sets and share devices, and from Grade 4 to Grade 6 (at our Senior Primary School) each student has a privately-owned device in a 1:1 environment. This means that our students have the benefit of a very powerful device as an additional tool in their learning toolkit. And that is exactly what it is – another option, along with the books, paper, pencils and crayons they already have. The iPad does not replace any of these and it should not.
In our 1:1 roll out we have been very intentional in stressing to our teachers that basic skills such as reading and writing are still very important in the whole education of a child. In designing and planning their lessons, our teachers are tasked with ensuring that they make use of the best tools available for that lesson – the tools that ensure the best outcome for the students and the most learning. If that means that a more conventional non-technology lesson is what is required, then that is the way to go. However, since our teachers are also striving to use the technology to modify and redefine their lessons (driven by the SAMR model), it also requires them to rethink their own teaching methods and styles and reimagine their lessons. That is a good thing! In doing so they incorporate many of the vital basic skills into their iPad lesson design and so our students are still reading, writing, drawing, counting, discussing, debating, contributing and LEARNING.
We do not stipulate the number of lessons or hours we expect our teachers to use the iPads in their teaching. Regular teacher reflection (vital for successful teaching regardless of methods or tools used) and open discussion takes place to keep the balance. Balance is extremely important and in a world where children are glued to screens for a large portion of their free time, screen time in school needs to be highly effective and for the best reasons. Our students need to use their iPads to create, show their thinking, collaborate, design and showcase, so typing up of documents and filling in online worksheets is not high up on our priority list.
Our whole approach is about balance and best practice – and so it should be.
Recently we ran an iPad Photography Competition at our school for the first time. It was a great success and the students took the most amazing photographs. We certainly have some budding photographers! (See the winning photos below). It also showed us what an iPad camera is capable of.
This is how we went about creating the competition and communicating with the students using the Google tools available to us as GAFE school:
- Set up an iPad Photography Competition Google Classroom.
- Create a QR-code for the Class Code to join the Google Classroom if they wish to enter the competition.
- Design a poster to advertise the competition, showing the QR-code and the competition closing date.
- Decide on the categories and number of entries allowed per category (we decided upon one entry in a maximum of three categories). We had a panel of four teachers working on this competition, so it was a collaborative decision. Share this to the Google Classroom in a view-only Google Doc for the entrants to access.
- Create a Google Slides entry template, upload it to the Google Classroom and set it to download one copy per student. By creating a template with a place to insert the photograph and a prepared text box for the student’s name, class, category and photo title, it saved us a lot of time at the end when we saved the presentation as a PDF for judging, and all the important information was already on each slide.
- Draw up a How To Enter document with clear guidelines and upload it to the Google Classroom.
- Find sponsors for the prizes. This year Digicape was very generous in sponsoring six R1000.00 gift vouchers – one for each of the category winners! The school sponsored the runners-up prizes with six iTunes vouchers.
- Launch the competition in style! We are fortunate to have a student teacher at our school who is a very keen photographer. He gave a presentation on how to take photographs, what to look for, what to avoid and other tips and hints, so the students were well prepared. It was clear to see which students had taken his advice with their photographs – and who had not! He also shared some of his own beautiful photographs with the students. The presentation created and air of excitement and as soon as the advertising posters went up, we had scores of students signing up to the Google Classroom.
After the competition closed, we were able to save the individual entry slides into one big Google Slides presentation and then we exported it as a PDF (to prevent any accidental loss of information or images) for judging. It was then easy to scroll through the whole presentation and see each image displayed full screen via a projector. The judging, done by five judges, including one of our Grade 11 Visual Arts students, took many hours and some tough decisions, but finally six winners, six runners-up and a number of highly commended photos were decided upon.
Why Google Classroom?
- It is available to all our students and they are very familiar with how it works, as it is widely used by staff in our school.
- You can create an assignment when sharing the Google Slides entry template and set a due date for the competition closing date.
- All supporting information (categories, how to enter etc.) can be shared in one space, so that the students can easily find all the information they need. They then require no other teacher input (such as class teachers), as they can ask questions publicly or privately within the Google Classroom.
- All the entries are submitted in one place, in the same format.
- Any late submissions are marked as late, so you will know who missed the deadline.
- If there are any additional announcements, they can be posted in the Classroom and each enrolled student will receive an email update.
Was is a success?
You judge for yourself ! Here are the top entries, including the winners and runners-up (click on the image):
Thank you very much to Digicape for the fantastic prize sponsorship and well done and congratulations to the winners! This competition will definitely be repeated in 2017. Watch this space!
Pouring over the world map. (Notice the jackets turned inside out – just in case the other students looked up our school name on the internet. So funny!)
On Thursday another of our Grade 6 classes participated in a Mystery Skype, this time with a class in Israel. I put a call out over social media for a Mystery Skype partner and in no time, I got a response from a number of keen teachers. Unfortunately time zone differences made it very difficult to connect, but one connection really suited us well. Israel is an hour ahead of South Africa, so that was the deciding factor. We set up a date for 11 August and in preparation the Israeli teacher, Gali Lev Ari, shared with us the questions that her students would ask us. I shared these with the Grade 6 Kites class teacher, Mrs Kent, and she prepared her class for the Mystery Skype.
On the day the we had a crystal clear connection and immediately got to the task of finding out where in the world the other class was. Using iPads, Google Earth, Atlases and a good old-fashioned world map, our students put their heads together and got searching. It did not matter that our Skype friends were only in Grade 3 (from the Happy English School in Tel Aviv – they were participating in summer school, as it is actually their summer holiday now) and that English was not their first language. Through clever questioning (only yes/no answers allowed), slower speech and well phrased answers we were able to communicate well. Eventually, a clever guess led our students to discovering the location of the other class – in Israel! Just a few minutes later the other students found us in South Africa and then we ended off the Skype call with a question/answer session about our different countries and cultures. They were amazed to find out that we celebrate Christmas in summer!
Once again, through a simple yet structured activity, our students were able to call on map work (and other) skills learnt in class and apply them to find the other class. What a wonderful learning opportunity with many possibilities for future connections. The Kites class loved every minute!