using social media to expand the classroom community
Posts tagged with students
by derrickwillard on July 28, 2011 at 8:59 am · Filed under iPad, paperless classroom and tagged: iPad, social media, students
In my last post, I shared a little feedback from my students about blogging (WordPress app) on iPads during a two-week science course/trip in Costa Rica. Now, I want to share a bit more student feedback on using iPads as a work platform and/or “digital backpack” while on that same trip.
I offered students the following prompt in an online survey during out last week in Costa Rica:
How did the iPads change the way you learned or completed course work? What were the positives and negatives of bringing iPads instead of a traditional notebook? Did they enhance your learning or provide too many sources of distraction? Was it convenient to have all course materials and communication in Charger (Google) Apps? Why or why not? If you have trouble, imagine this course without the iPads-how would it have to be different? *Note: I am considering running a year-long class off iPads only, so your feedback here is very important. I need anything you can share about strengths and limitations of using these devices!
And, here’s what I got from them:
1. I think that a set of laptops would probably be better. Everyone would be familiar with the operating system, and the kind of portability the iPad offers isn’t necessary.
2. It helped by making sharing very easy. As far as negatives, bring confinded to a wi-Fi signal could get annoying, but the positives out-weighed the few negatives. Again, the google apps was only useful with an Internet connection, so there’s a slight limitation. The course without iPads would have been…moist… With the constant humidity and paper.
3. I liked it a lot but you need to think about if you do a full long course, your students will most likely wander onto Facebook or onto another site all the time and not get work done or pay attention. But I love the note taking programs and the writing programs.
4. I felt they helped a lot. It would not have been the same trip without them. WordPress was absolutely perfect for the blog although it did glitch sometimes.
5. The iPads are very useful for short term trips, but I wouldn’t want to take a class off one. There are too many distractions for a year long class, and the keyboard is a pain to type on. They were better than carrying a notebook around, though my handwriting deteriorated.
6. Good, though net books would be better for school work and less clunky(for blogging and such). iPads are cooler though.
So, what can I conclude from their comments on this little experiment? Are iPads a good platform for student work? Typing can be frustrating (even for these texting-savy kids) on lengthy passages. But, students were often working on projects in short bursts (and I had a dock available for those that wanted it). Having readings and videos/podcasts preloaded was wonderful-I simply had to so something like “go to videos, and watch ____ segment on deforestation” or “go to diigo and read the article on the history of shade-grown coffee.” Overall, the students survived and thrived without paper and notebooks. I think the iPad2 (we had iPad1) presents even more powerful tools for creating/sharing with the camera. Maybe it is time to sketch out a pro/con list….
At this point, I’m still set on running an environmental science class off the devices (paperless) this fall…stay tuned.
by derrickwillard on July 21, 2011 at 9:54 am · Filed under blog, iPad and tagged: blog, iPad, students, Wordpress
Back from a little rest and relaxation, I’m trying to reflect on a 1:1 iPad (1st generation) pilot project. In a recent post, I shared HOW students were utilizing the devices during a science course/trip in Costa Rica. In an another post, I shared some lessons learned (capabilities/limitations) from using the devices with students. Now, I’m trying to reflect on student feedback. There were only six students in the course, so I do not have a lot of data.
I offered students the following prompt in an online survey during out last week in Costa Rica:
Describe what it was like learning to blog with the WordPress app on the iPads. It would be most helpful to know things that are hard to do on the machines. Also, it would be helpful to know suggestions to help me help you.
And, here’s what they (only 4 of 6 responded) had to say….
1. Hard to do fonts, videos.
2. I like it alot but the only confusing thing was how to crop and rotate pictures before putting them on the blog.
3. The WordPress app worked really well although I wish we had time to get used to it before the trip.
4. Blogging is much better than anything we could do on paper. The iPad’s screen size makes it better than one would expect, but it can still get a little cumbersome.
Nothing really earth-shattering there. I was impressed that students took to the app so easily and found work arounds for limitations. For example, some students knew a bit of html code for italics and bold and they taught others who wanted to use those features. As for video, I hear that inserting video is very easy in WordPress with the iPad2 (again, we had 1st generation). Another student figured out you could crop and rotate pictures by rotating the screen view, zooming in on the image, then taking a screenshot. It was helpful to have a keyboard dock when students had to write a lot of text.
Overall, there were not a lot of complaints. Students managed to complete daily travel journal blogs as well as multimedia projects with relative ease. I am amazed at this bird project one young lady produced with an iPad, her digital camera, and a little html code! The students really seemed to appreciate the portability of the devices. Here is one of my favorite images of a student working on a project while half submerged in a hotel pool:
aquablogging
So, are you using WordPress and iPads for student blogging? If so, what issues are you dealing with? Please share! I’m going to try to run a paperless class this coming school year using iPads…
by derrickwillard on June 13, 2011 at 9:34 pm · Filed under blog, Google Tools, iPad, paperless classroom and tagged: blog, iPad, social media, student work, students
In my last post, I wrote about how I was attempting to use iPads (1st generation) for consuming and creating course content while traveling with six kids in Costa Rica. We are now 8 days into our trip, and I think I’ve learned a thing or two about going 1:1 in a class:
1. Choosing content to upload in advance is key. When we have had “down time,” the kids could view/read “homework.” Then, we could spend our face-to-face time doing more outside.
2. The initial synch-up with the “master Mac” for the class has to be thought through carefully. I noticed, after synching all the iPads, that I was logged into multiple apps. So, if I did not log out the students would be able to purchase apps at the iTunes store or post content under my name at YouTube or access my mail in Google Docs.
3. The students don’t mind the touch screens. I brought one keyboard dock, but the kids seemed content to type away on the touch screen just fine. I was amazed at the amount of content they could generate in a short time.
4. If I gave the students enough to do, they stayed on task. I know they used the iPads to entertain themselves, check Facebook, email home, etc…but when I designated “classwork” time, they went at it. In fact, sometimes I had to tell them to quit!
5. We’ve largely managed to operate the course “paperless.” With the exception of bringing an environmental science text and a lab notebook (for data collected in the field), everything has been done/read at our blog or in Google Docs or in notepad-type apps on the iPads.
6. Trying to run a wiki on iPads was an epic fail. Thus far (June 2011), there does not seem to be any reliable app to author/edit wikis on the iPad.
I’m sure more will occur to me as this trip winds down and I find time to process and reflect at home. I also plan to survey and/or interview the kids on the whole experience. If you have time, check out the work the kids have done at out class/trip blog: http://pdsblogs.org/costarica/
by derrickwillard on May 31, 2011 at 7:25 pm · Filed under blended classroom, iPad, paperless classroom and tagged: digital backpack, iPad, students
In my last post, I told you I’m heading to Costa Rica June 6th-17th with a colleague and six students for a summer school travel course in tropical ecology. Today, Matt Scully (our IT guru) started “packing” our “digital backpacks,” what I’ve decided to call our iPads. I’m trying to meld an intense 11 day Life 1.0 field trip with the latest in Web 2.0 digital tools to shape a unique learning experience for our students. Part of what I’m doing here is laying out the logistics and reflecting on what transpires. So, how does “packing” work?
Well, first I created an “image” of a student “digital backpack” on my iPad (most of the apps are listed in my previous post) I also added course related videos, TEDTalks, podcasts, and ITunes U lectures and some related reading via Diigo. Then, I synched it with my computer. Then, I synched each student iPad with my computer. Now, I didn’t give them access to my entire library or all my apps. The beauty of the synch system Apple created is that I select and upload (synch) just what they need. Tomorrow is our trial run. The kids are coming in to learn how to use the iPads, as well as some basics on how to use a wiki and how to post on a blog. Stay tuned…
by derrickwillard on February 10, 2011 at 8:38 am · Filed under engagement and tagged: students
A student wrote this on the board the other day. She really struggled first semester, so I was really pleased to see it when I walked in the room. Gotta love 7th graders…
by derrickwillard on January 24, 2011 at 7:37 pm · Filed under flickr, social media and tagged: flickr, social media, students
In my last post, I explained a new project I tried this year using flickr. I was excited that the project continued and culminated despite school being closed for a snowstorm. In general, I was pleased with the results of my experiment. However, I am always curious as to what the students think of such ventures…
Being a science type, of course I like some data to scrutinize:
Student Feedback (click to enlarge)
So, it seems as if the 27 seniors (of my 34) who responded most got something of value from the project. Right? I did encourage students to provide some written feedback also:
1.A complete waste of time.
2.It was fun, but I can’t say I really “learned” much, I just got to see what needs work in our city.
3.None of these choices really fit my thoughts. I did the project and thought it was cool to actually identify locations around Charlotte that we see everyday as either “good” or “bad” urban planning. However, I felt that, for me, the end result wasn’t as worthwhile considering the effort it took for me to find a satisfactory picture/location, upload it, add some descriptions, and comment on other photos. It was also frustrating considering I put a lot of effort into finding the pictures and examples, yet had no comments on my own photos.
4.I enjoyed this project because it applied what we’re learning to our own hometown and it was not difficult. Doing this made me think while I’m going around town as to what is a good design and what is a bad design in my own city! I love when classroom material is applicable in my own life because I am more interested and therefore, I learn more from it.
5.It was cool to see all the poorly designed areas.
6.I definitely liked using flickr as a resource.
7.I learned how to use flickr, but I didn’t necessarily look at everyone’s pictures. The comment aspect was probably the most helpful part of the project in terms of understanding. That being said, I think I would’ve understood urban planning at the same level without doing the project.
8.If we spent more time on the project I think I would have had more time to appreciate what we could learn from it.
9.It was a lot a work for a little project. And it didn’t help me learn anything about urban planning.
10.I thought that it was a really cool project…I found it interesting and clicked through most of the images and left two comments…It was interesting to see areas near my house or areas that I know but hadn’t considered from an urban planning point of view.
11.Not so much frustrating but not the most useful thing.
12.Flickr confused me.
13.I did not feel the assignment was necessary. I could have learned just as much if you showed us a few pictures.
14.I mean it was interesting but I’m not really sure how much I got out of it. Some of the examples were pretty obvious and I probably would have known all that without having the whole flickr.
15.I really liked this project and it wasn’t too difficult but i think it actually helped me a lot.
Feedback is always a bit of a mixed bag. What advice should I use for the next time I try this with a group of students? What should I ignore? Which students “get it?” Which students missed the point (sharing and collaboration)?
by derrickwillard on October 19, 2010 at 8:45 pm · Filed under research and tagged: mindset, students
Not my typical social media post…We are eight weeks into a new year and the first reports have gone home to parents. So, it is time to work with the kids who are struggling. More often than not, I find that how students respond to challenges in my class does correspond to their mindset. If you have not read any of Carol Dweck’s work, I highly recommend it. This blog post does a great job breaking down her analysis of fixed vs. growth mindsets…nice graphics too. I wonder how many teachers know of her research or agree with her findings?
by derrickwillard on June 7, 2010 at 9:22 am · Filed under facebook, social media and tagged: facebook, social media, students
In previous posts, I discussed how my high school students have used wikis and blogs for exam/test review. This spring, someone took using social media for exam review to a new level. Yes, this spring someone organized a national AP environmental science exam review on facebook.
APES "study group"
If you are on facebook, check it out. I did not participate, so I cannot speak to its success. I’m not sure the organizers tried to evaluate the effectiveness of the project. You can at least see the comments left by kids who did value the forum.
by derrickwillard on May 24, 2010 at 2:52 pm · Filed under blog, ClustrMap and tagged: blog, ClustrMap, students
In the previous post, I put in a plug for using ClustrMaps so your students know they have the world watching/reading/judging what they produce. I am not paid to endorse the ClustrMap widget, I just think it is a simple and effective tool to use on a blog. There are other “hit maps” out there. I think my new favorite may be Revolver Maps, which features a spinning globe and live hits.
Ok, so I know hit maps are nothing new for those of you who have been visiting blogs regularly, but here is a brief slide show that shows how my 8th Period AP Environmental Science class blog grew a global audience during the 2009-2010 school year. I think it is neat to see their audience grow month by month…
*Since this space is too small to see the hit maps clearly, I recommend you click “view on slideshare” in the bottom right corner for better viewing.
Do you have a favorite hit map to suggest?
by derrickwillard on April 9, 2010 at 8:12 am · Filed under blog, guest blogger, social media and tagged: social media, students, the journey
Ryan is a young, talented teacher colleague of mine at Providence Day School. Please give him some feedback on his first venture into the blogosphere…
Simone Weil, a 20th century philosopher, once wrote, “Two prisoners in contingent cells communicate by blows struck on the wall. The wall separates them, but it also permits them to communicate.” I’ve been thinking about this scenario in the context of classroom discourse (i.e. classroom reading, writing, talking). What am I doing as a teacher that enables students to have access to skills and opportunities to strike blows against the walls of their learning? How can I get them to notice these intellectual boundaries in the first place?
Early in my career, I taught students for whom these questions were matters of survival. Disenfranchised, socioeconomically disadvantaged students need to learn and acquire a discourse outside of the dominant discourse, which in turn would allow them to critique and counteract that domination. Currently, my students are already fluent in the dominant discourse. They need the critical discourse as much as any other student, but the impetus for them to push up against the walls they encounter is different. The same questions remain about what I can do as an educator to offer students critical discourse in a way that encourages without indoctrinating—empowers without overpowering.
The goal of empowerment through critical discourse tends to be a common enough objective for teachers. Like everything else, this goal and its realization seems to be dramatically affected by the way we as educators have begun to embrace technological advances in the name of pedagogical progress. Tools of progress for professional educators should be critiqued with the same kind of critical discourse we wish to encourage in our students. Having made my way to a technology conference or two (although now it seems quite hip to call them conferences on “curricular innovation”), I would challenge all of us to think a little harder about the ways technology as curricular innovation creates new cells and new walls. I think Weil’s prison metaphor remains apt in this case. Who are we excluding when we bring technology to bear on our teaching just for the sake of having technology in our curriculum? While technology allows us to tap out new messages in different ways to our students, we’re also constructing new kinds of walls and cells that imprison in novel ways.
To use an outdated example, I was working at Duke University when a grant was used to provide all first year students with iPods. Lectures became available as mp3s, music wasn’t just for music class, foreign language instruction could take place anywhere—the possibilities were endless. Yet, I couldn’t help noticing how I could always identify the first year students because they were the students on the bus or on the quad or in the library locked away behind headphones disconnected from students around them. I am all for curricular innovation, even in the form of technology. However, I think we need to recognize how all of our innovation locks and unlocks in ways that we may not even understand unless we stop to critically discourse about these ever changing prison walls. Our only true failure would be if we stopped discoursing or the walls changed so fast we forgot they were there in the first place.
So my friends…keep tapping on those walls.
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