Week 1 of the iPads and I’ve become used to people cutting in front of me in the hallways as I squeak my way to class with the IKEA back-wheel drive cart. The iPads were received well in class. After the jokes about students not having $600 for replacing one of them if they have drinks spilled on them, that is.
My challenges last week were to find the right balance between using and abusing the tablets in class. How much is too much? The tendency to play with technology for no other reason than to play with technology is real. I conducted a pre-project and midweek poll with my students through Google Forms, made available to them via my LMS. No logging in was necessary, so feedback was completely anonymous.
Some of my questions for the students and their responses:
There was a steep learning curve in the beginning, especially getting used to logging into each app as we used it for the first time. Google Docs was particularly frustrating, since it bears little resemblance to the desktop version. Everyone is helping each other, however; I rarely have to walk over to a student to assist because I’m projecting my iPad’s screen on the projector, and the students can follow along.
There are a few students who are not very connected with their devices, but I do not have anyone in the class who is unfamiliar with a smart phone or how a computer operates. The class is an advanced reading/writing English for Academic Purposes group, so providing assistance with verbal instructions should not be an issue. Some teachers have asked whether it would be a good idea to use them with students at lower levels because of their lack of comprehension; I say take the opportunity to transform process of operating the iPads into a lesson on listening and following instructions.
For all that talk about digital natives, I have yet to encounter a student who uses technology extensively to study English. From the information in the bar graph above, the students mostly use their phones solely as dictionaries or laptops for doing homework. So much for digital natives knowing more than the teacher. Myth: busted.
This question I was a little concerned about, but no one hates the idea. I can deal with the nervous but willing.
I’m glad someone responded with collaboration, because that is one of my main reasons for using the iPads. I also like the additional benefit one student mentions – he/she will learn something about technology as we study reading and writing. The student who says “this process will be boring” means the process of learning English can be boring, I think!
The two surveys I’ve done – one pre- and one halfway through the week – show that everyone is on board and is ready to get to work. Their concern is, for the most part, not that we are using iPads, but how it will assist them in learning. I will pay attention to the 20 percent who think we use too much edtech in the classroom and provide a balance or options in most cases.
Stay tuned for the next installment, Week 2 – when we examine a difficult reading task and use the iPads to assist and enrich our understanding of the text.
This week l began using iPads in my English for Academic Purposes (EAP) ESL reading and writing class; we’ll have them for the next seven weeks. My intention is to reflect here on my blog about what we’re doing and what’s working/isn’t working.
Most of the students know me, so they’ve been exposed to my techie enthusiasm and had to deal with it. They’ve dealt with it. Period.
I have access to an ID support staff member for iPad reimaging and technical issues.
I got around the “no extra funds” issue by buying some styluses with petty cash funds.
The variety of free iPad apps is super.
How I use the iPads is up to me. No conditions except a debriefing afterwards.
The librarian doesn’t have to come during a mutually-agreeable scheduled lab to deliver her “Using the Library Database” workshop. Sweet!
To provide an EAP advanced reading and writing class access to iPads, used for collaborative writing, reading, and vocabulary activities
To see if using technology (a personal device) influences student motivation to do things they don’t usually enjoy doing
To observe whether edtech provides learners with the ability to manage linguistically challenging material successfully, with some teacher guidance
incorporate iPad use in the classroom to enhance classroom learning
replace some of the need for textbooks by using online sources for reading
offer alternatives to paper-based writing tasks
provide collaborative spaces for students to read, write, and share research synchronously and asynchronously
foster motivation in learning by employing iPads
develop research methods through the use of iPads for essay writing
use sketchnote apps to annotate and illustrate reading texts (this will be a blog entry on its own)
empower students by showing them how to develop their own study tools through iPad apps.
The Google Drive “suite”
Good-to-haves in Anna’s Class
I’ve given the class a pre-project survey and plan to check in with them once midway and again at the end to get some anonymous feedback.
One sad note: these iPads have been sitting untouched, in plain sight, for six months before today. No one else asked to use them. I have decided to think of this positively and put it out there as a message of encouragement for teachers; there are opportunities lurking to use mobile devices and technology in educational institutions even when there is no money for additional funding. All that is necessary is a set of observant eyes and the right question:
“Can I use these in my class?”
Stay tuned as I report back periodically about my experiences.
Following our successful edtech PD event at work; a summary of my presentation
App smashing refers to the process of using two apps together because, even though everyone says “there’s an app for that,” in edtech, gaps often exist between what can be done and what a teacher wants to do.
This was the case when I came across these two apps as my advanced reading and writing class was reviewing tenses. I had been thinking of digital timelines, but wasn’t motivated to try one until Breaking News Generator and Capzles showed up separately in my Twitter feed one morning.
I began the activity with my class in the computer lab that day.
This is a how one of three screens in Breaking News Generator appears. It is a static tool that you can personalize to suit your needs. The screen capture news page changes as you type your desired content on the left side of the screen. Images can be uploaded and positioned as well, although I have had a lot of fun keeping this particular image and using it for examples. The “date” information is key, since it will be used to arrange the news stories later on.
Encourage students to think of a historical event, a story that is in the news at the moment, and a possible news story that might take place in the future. For demonstration purposes, I found it best to begin with a familiar event that is recognized by students. Show students creative commons sources for images, and demonstrate how to find images according to topic by using the search option on most websites. I have used http://picography.co/ in the example below, but other sources can be found in my Live Binders under the tab Stock Images for Videos and Presentations. As you circle the lab, you can assist students by showing them the difference between writing sentences and writing news headlines/tickers, such as grammatical changes and word omissions. Remind them that, even though they might be writing about past events, their news stories should be written as though they are “new” news; for example, a headline about the Great Wall of China might read “Wall running through China finally completed,” and dated 1644.
Students produce examples that they can then download as images, save and share with you. Students can send these images to you via email or in a shared environment, such as www.padlet.com or in Google Docs. You now have a collection of these news stories that can be used for the second part of the task.
How to adapt this part of the lesson for multi-level classes or tech-novice students:
Give students a number of news stories to create. The quicker students will create more stories than the ones who are not as adept at using technology, but everyone produces at least one news story (the teacher can circle the lab and assist learners in this process, but oftentimes, classmates willingly help their neighbours)
Challenge the students who have grasped tenses faster to generate news stories that have, for example, repeated over the course of history; this way, you have student-generated content that can be used as present/past perfect examples for the writing portion of this task later
I liked this news generator tool a lot, but needed to augment it to review of tenses with my advanced English learners. For lower levels, using this tool alone might be enough of an activity to review past, present, and future time. You could share each image with the class and have students compose statements about the news that they see using the present continuous, since the news is always reported “live.”
I need to meet several outcomes in my course, and combining outcomes into a task is more relevant to students than solely producing assignments. I wanted to combine a review of tenses with writing narratives and exposing my students to the concept of blogging and collaborative writing. Enter Capzles.
Capzles is a virtual timeline. It is free and requires registration, but beyond a user name and a password, little else is mandatory. Once you’ve created an account, you can begin to build your timeline:
You can be as fancy or as simple as you like. A title and description are a good idea, but tagging your Capzle is optional. These will be public Capzles unless you change your privacy settings. The content part is exciting: photos, video, audio, and text can be added. You can select from different design templates and add background music as well. For the purposes of my lesson, I uploaded the news images chronologically and then shared the link with my students by clicking “Share Your Capzle” and copying the link provided.
Groups of three students work well. Each group is responsible for writing a narrative paragraph by summarizing events in the Capzle within a past, present, or future time frame. The students work collaboratively to compose the paragraph on paper, in Word, or asynchronously in Google Docs, according to your time/lab restraints, or access to technological tools. The final draft needs to be a typed text.
share the user name and password with your students and have them upload their text as a blog on the timeline; or
have students email you the paragraphs and you can upload them as individual blogs on the timeline
How much prep time is involved?
I found both these apps on the same day, got inspired, and used them in my lab that very afternoon. We were able to create all the necessary Breaking News Generator stories in the lab within an hour. I assigned the narrative paragraphs as work to be completed outside the classroom. The completed Capzle was available to the class two days after we had begun the activity.
Why I liked it:
all the content was student-generated
it was a task-based activity that combined tense review, narratives, and collaborative writing
I found and was successfully able to use these apps on the same day
students wrote some funny news stories – they started getting creative
I met a number of my course outcomes in a way that was meaningful to the learners
I was available for assistance, but students were drawing on collective knowledge to work through this task
everything did not have to be completed in class on the same day; it was easy to break up this task into parts
it is adaptable to different levels and abilities
I can see this working:
in a business communications class when students have to develop resumes – Capzles would allow students to track their past accomplishments in a chronological manner and they can add to the timeline when they recall another event
as an artefact for an ePortfolio if students develop the timeline with their own personal words and creations
as a review of tenses when students are contrasting two or more tenses in lower levels
to unscramble a narrative and post the correct order of the story in a Capzle
to plan a narrative paragraph or essay using the blogging tool in Capzles
to curate an online memory book of a class’ progress throughout the semester; this can be captured with text, photos, field trips, videos of guest speakers, etc.
I hope this inspires you to try some, or all, of this in your classroom. Maybe you can do some smashing of your own.
Most of the Twitter chats I participate in are hosted in North America and I have a few I try to catch regularly. #ELTchat is UK-based and it took a long summer hiatus; consequently, I missed the first week. I came across the #ELTchat by chance yesterday because of @juliacphang’s #ELTchat comments appearing in my news feed. The chat time alternates between morning and mid-afternoon, my time; therefore, I was able to catch most of the chat during breakfast.
#ELTchat differs from most chats I participate in, since there are no questions posted in advance for discussion. The topic for each chat is chosen from submissions by popular vote. You can view the open forum for topics here on Saturdays and the topic is selected by followers on Sundays. Chats take place on Wednesdays, alternating each week between 12:00 and 21:00 BST, or 7:00 and 16:00 EST.
Yesterday’s topic piqued my interest: Using Online Resources for Listening and Speaking in the Classroom, moderated by @Marisa_C, @angelos_bollas, and @Shaunwilden. The resources mentioned included:
And this link to a podcast blog, thanks to @iatefl_ltsig and @cioccas
Here is a link to my Storify of the chat so that you can follow the conversation thread as it unfolded.
I consider myself knowledgeable about online resources and edtech, but there are a few suggestions in the table above that I have not tried before. My mind is buzzing with ideas and possibilities. I definitely need to go update my Live Binders with some of these great online tools and apps for listening and speaking. I’m especially interested in Voxopop – students don’t have many opportunities for practicing speaking online, and this one gives students authentic spaces in which to practice. Putting it on the must-try list immediately.
Thanks to everyone who shared their suggestions and for participating in the chat. @juliacphang, I wouldn’t have written this summary had it not been for you.
Just listening to @dougpete on the Jisc podcast and he has forced me to write when I don’t have any time to write. He says there’s no such thing as a bad blog.
I have been hearing the same question over the past little while: where do you find the time to blog? Briefly, I am: finishing my MA and looking for a supervisor for my thesis; completing a post-baccalaureate certificate in Instructional Design; developing 2 webinars for my professional organization; reading my Twitter feed (this is time-consuming!); setting up my students in a blog and connecting with other educators to share/comment on them; guest-moderating a Twitter chat next week; on a PD committee for our faculty; preparing a presentation for a conference in November
And I still made the time to write this blog.
What I don’t have time for:
Reading for “fun” – the educational stuff is fun
Why am I doing all of this?
My PLN on Twitter is inspiring, and each exchange leads me to a new perspective or idea. I feel my classroom experience is transforming into a better, richer experience for the teacher and students. I’m an ESL teacher with many years notched in my belt, and I’ve never felt more involved or interested in my profession.
Blogging is just another way to explore and reflect – what worked, what didn’t work, what inspired. I think promoting others’ successes is powerful. Reading someone else’s ideas makes me appreciate their care for their students and their bravery to share publicly. So now I share, too.
What has inspired me:
The Syrian refugee crisis
K-12 educators – good golly, can we college educators catch up with them? They are doing some fantastic things in classrooms
Doug Peterson’s reflections
The myriad of ideas (even ones I don’t agreed with) that I come across every day on Twitter
The positive vibe from educators blogging and sharing on Twitter
The connections I’ve made with people I’ve only met virtually
I really don’t have the time to edit this blog. But I really wanted to share. Thanks, Doug.
I went for my weekend run yesterday, and prepared myself for the inevitable change as I move from my neighbourhood to the next where the acknowledgments stop. Anyone who passes me on the trail can’t see me, apparently, except other runners, who nod exhaustedly in my general direction. In my neighbourhood, the overwhelming fear of vergonia prevents anyone from ignoring a passerby – always a good morning, or a good evening.
Halfway through my run, I ran into a gaggle of pedestrians flanked by some runners, and realized that my path had intersected with the Terry Fox walkers/runners. We walked/ran along side each other, since I wasn’t part of the walk and didn’t have my requisite sticker. Scanning the quiet crowd, hoping to offer words of support, I didn’t notice anyone looking in my direction.
Then I noticed a young girl being walked/dragged by her mom on the walkers’ side. I slowed down and asked her if she would run my kms back home because I was feeling a bit tired today. She grimaced and complained that she was tired of walking. I smiled and asked her if she would consider running instead, and I picked up my pace as I waved goodbye and wished her luck in finishing.
Except she caught up to me and was skip-running, trying to continue the conversation. So I slowed down and skip-ran with her. Her name is Megan and she is in grade one; she has 19 kids in her class and she likes her school. I turned back to her mom and commented that I admired her for bringing her daughter along, but asked if her school was not hosting a Walk for Terry event, since I know my kids’ school is holding their walk this week.
Mom pointed out to me that because of the work-to-rule situation, there would be no walk at the school this year and that was why she had brought her daughter. I asked them if they had sponsors, and they said yes. We finally reached the point where I had to break away from the crowd and continue home, so we said goodbye and Megan was happily run skipping her walk for Terry, completely forgetting how she had felt a few blocks ago.
It saddened me to realize that there will be kids this year who will not be introduced to this awareness raising and community building event – some kids will be new to school, some new to this country. Walk for Terry embodies so many lessons that educators cannot teach in the classroom. My ESL adult learners often comment that Terry Fox is the first Canadian they learned about, and how he serves as an inspiration for their English learning and how he embodies Canadian grit and how big people’s dreams can be in this country. I remember watching Terry’s funeral on TV, and how moved I was as a child that a teenager had had the idea to run across this country.
I’m glad mom took Megan on the walk to make her aware.
Photo credit: Gail Harvey & The Terry Fox Foundation
My tears choke and shame me as I write. When I heard the news this morning about the Kurdi family, I tried to avoid opening any online newspapers because I knew the images would be visible immediately. Then, of course, on Twitter my eyes caught the photo of the dead boy lying on the beach, his face pressed into the tide and little foot crooked against the sand. I tried to scroll up again quickly but the image stuck. I had not wanted to see this image. I knew it would make me uncomfortable. This doesn’t sit well with us in our ordered world.
And then I became uncomfortable because I had looked away. It is shameful that we cannot look at someone else’s tragedy and see it. That is what’s happening in Hungary this week. Armed riot guards advancing to greet a train arriving with refugees, only to corral them into camps. Out of sight, out of mind. In Canada, we might have felt a little smug this summer as the refugee crisis in Europe unfolded, comforted by our record of welcoming people from around the world to settle in our country. Vigorously we insist that we are so compassionate, so accepting, so aware of rights, but sometimes, not where it counts.
A story came up in discussion with my class this summer: we talked about Conrad, the poor raccoon who had the misfortune of keeling over in the middle of a Toronto sidewalk on his last day. No one had come to dispose of the body, and a memorial began to grow as a way to draw attention to this injustice. My students and I had a great time discussing the situation and talked about what “first world problems” refers to. Someone in class offered a different take on the story, however. Canada is a rich country where all opportunities exist, one student said. Dalal went on to say and how wonderful it is that we are so rich to celebrate the life of this raccoon. You Canadians care so much, she said, that you will light a candle for a dead raccoon and acknowledge its passing. In Jordan, Dalal continued, the refugees will not get this treatment from other people, because there is tragedy everywhere.
Dalal Al-Soutary is from Jordan and Canada is lucky to have her and her family. She is an inspiring student; her perspective and observations provide a rich level of discussion for our class. Dalal writes her citizenship test this month, and I have no doubt that she and her family will do wonderful things in Canada. She is a woman full of optimism and gratitude for the opportunities this country offers people here. But today, I’m not sure Dalal should be so optimistic about Canada’s generosity. We’ve failed a refugee family and we’re sporting a black eye on our reputation for compassion. And it’s not like we haven’t faced this type of situation before. Or perhaps we just don’t want to see it this time.
Where is the Canada who opened her doors to 100 000 Vietnamese refugees forty years ago? A group of desperate people setting foot on foreign soil, generously sponsored by Canadians to help them get established in a new country, has been the story promoted this year commemorating the anniversary of the Vietnamese arrival. Today, our country is noticeably richer because the contributing members of Canadian society are comprised of this strong and vibrant Canadian community.
My valued colleague Huong Lu and her family arrived in Canada via this refugee sponsorship program. Forty years after her family arrived here, she teaches newcomers English and how to adapt to Canadian life. Huong talks about her family’s refugee experience with her students in order to connect with them, but more importantly, to show how far you can come in this country even when you arrive with nothing. I count Huong among the proudest Canadians I know. It is difficult for me to imagine an alternative ending to her story. Would her lucky students have an equally exemplary teacher had she and her family been turned away, I wonder. The tragedy of the Kurdi family could have been her family’s had their boat not made it to shore on every island they came across before landing in Malaysia and coming to Canada. I think she’s earned her keep. But her family was afforded the opportunity that Canada didn’t offer to Alan Kurdi and his family.
Our minister of citizenship and immigration cut short his campaign to return to Ottawa and do his job today. Please don’t disappoint us, Mr. Alexander. Show the same level of concern Canada offered our valued citizens 40 years ago. Mr. Cameron is probably regretting some of the comments he made earlier this summer. And Iceland is showing you up.
Thank you to my dear friend @huongtlu, and student @Dalal_sotary, for being Canadian inspirations.