Tag Archives: iPad Summit San Diego

iPads in the 21st Century: It’s Not About the Apps!

The last session of the day (after presenting at my own) is “iPads in the 21st Century Classroom: It’s NOT About the Apps!” with Stephanie Harman. You can see her presentation material here.

Screen Shot 2014-02-04 at 2.35.21 PMStephanie shares her iPad evolution experience. Her first summer was overwhelming, so many apps (especially content specific apps) and believing that her tools would be far ahead what the students were doing. She said that the biggest error that she and her peers made was finding a “cool app” and then designing a lesson around it. THey quickly learned that it’s about using the iPad as one of tool of many and a way to develop their 21st century skills! It’s not about transcribing or scanning in worksheets, but building innovative pedagogy. It’s not about designing your lesson around an app, but around what you want your students to know and do.

The great thing about iPads is that it enables students to “conduct research and present their findings using their own voice and creativity.” This does mean giving up some of the control, trusting your students, and allowing them to be creative. She demonstrates some learning projects that her students created. What is striking to me is that they clearly are invested in their projects and learning! Michelle highlights that her students will often be inspired by one another’s work, leading to more out of the box thinking and greater investment in projects. I appreciate that Stephanie highlights that processual projects are important to ensure that students think out and plan their projects in advanced. We’ve all seen students throw together a presentation and try to “cover it up” with flashy elements.

Screen Shot 2014-02-04 at 2.54.05 PMAnother element that Stephanie highlights is that “students will synthesize ideas in original and surprising ways.” She shows us another example of students creating a silent film to present the life and times of a scientist! Another student used Comic Life to tell the story of the Earth’s Layers! What is really great about multimedia projects is that students can surprise us. Some kids that are not as good at “traditional” school assignments can shine when they are allowed to be creative and really invest in their own education.

Movie Trailers in iMovie are another great tool that students can use to “hook” their classmates into stories or projects that they are creating. If you would like to see some examples of this, check out her presentation here. This is a great way to teach them the value of production/presentation in their work.

iPads allow students to “communicate in complex, engaging and modern ways.” Instead of having students write out their Spanish sentences or conjugating verbs, they can create an interactive eBook that includes writing, images, and written language!

iPads will “allow students to apply their knowledge in new situations.” What they learn in your classroom will be applied in other classes as well as in other facets of their life. I find it thrilling when a student tells me that they made a video for another class after learning how to do it in my class in our student documentary project or that they use Google Drive to store their vacation photos!

iPads will encourage students to “work collaboratively to solve a problem and achieve a shared vision.” Students can use the iPad along with tools like Google Drive to create a collaborative and engaging research project. By engaging students on their level, they can accomplish great things. You can see a great example of this in her presentation in the video “Climate Change.”

So by not focusing on the apps, but instead what your students can do this will enable them to do some great things in your classroom!

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Retroactively Managing an iPad Program

Retroactively Managing an iPad Program: Centralizing an iPad Program That Precedes Policy with Jen Carey – from Kate Wilson

This is a live blog of my presentation at the iPad Summit. The original post can be found here.

For my second live blog, I am blogging the master of the live blog, Jennifer Carey (@TeacherJenCarey) for her talk. A link to her materials can be found here.

Jen Carey is the the Director of Educational Technology at the Ransom Everglades School (a secular independent school) in Miami, Fl. You can learn about all the great things she does on her blog, Indiana Jen (she studied Archeology she isn’t from Indiana) .

While not one of the “sexiest” topics at the Conference, Jen explains how this type of information is necessary and integral to any type of roll out of iPad program. She learned this process by trial and error and is sharing what she learned when she started at her school just a little over a year ago. Her school already had iPads but had no policy or even an idea how many iPads there really were.

Don’t Do it

Jen recommends never trying to retroactively set up a management system for iPads. Don’t try to figure it out as you go. Planning is vital to a successful program. She adds there is also no one cookie cutter program with a solution for all. Her school is not 1:1, it is a shared cart program for the students and 1:1 for the teachers. The students cannot get on the network or bring their own devices.

Screen Shot 2014-02-04 at 12.38.49 PM

How did I get here?

Jen’s school’s story is not unique. There are alot of schools in the same situation.  iPads are fastest type of technology to be adopted.  iPads are purchased by teachers using department money or a grant but then it can get out of hand if you go from 10 to 200 iPads and a plan is required to manage the iPads no matter what the size of the program.

Jen has developed the following steps based on her experience.

Step 1: Catalogue

Know the exact number of iPads that you have. There are so many different versions of the iPads out right now. Jen was given a stack of papers to try and figure out where all the iPads are. She has found the best information to keep (electronically) is:

  • Serial Numbers
  • Primary User
  • Make/Size/ Capabilities
  • Date of acquisition

Jen makes a great point about purchasing the most recent version of an iPad as opposed to saving 20% to get the last version. This could actually cost more money down the road if there are a) obsolete or b) need extra hardware/software to be retrofit.

Step 2: Assess your Needs

Asking important questions will help shape your policy. Everyone has different needs per individual program but basic questions to anwser are:

  • Who are your users?
  • How will they be used?
  • Where will they be used?
  • Do you multiple policies?
  • Security of devices including both physically and with a lock code but also content based (don’t keep students medical records on your iPad) or allow your own child have access to content they shouldn’t if they play with it at home

Step 3: Examine and Revise Existing Policies

Look at your existing policies such as if you have a school with laptop policy already in place to see if needs to be tweaked or expanded. Some schools have very out of date policies that don’t reflect the device. It defeats the purpose to have an iPad if you won’t let your teachers take them home. However, every school is different. Jen’s shared cart program doesn’t allow students to take them home.

Loss/ damage is something you need address in your policy. At Jen’s school they have 25% personal fee that can be waived to balance the encouragement to use the device and the responsibility to take care of the iPad.

Step 4: Determine End Management

What can the user do? Can they download apps? Realize the less you let them do, the more you as administrator would have to do because people will come to you for apps and updates.  Jen’s policy is posted here: Acceptable Use Policy This is for the teachers who use the iPads in the classroom. For students, they shut down the store and even have a GeoFence so that the iPads shut down if they leave the school.

A side note Jen makes is to always go to 32GB for iPads not 16GB because you can’t upgrade the memory and you don’t want to be spending alot of time deleting to make room.

Step 5: Numbers and Record Keeping

Determine tax and reporting obligations as depending on if you are Public or Independent school. Keeping meticulous records is necessary for tax exempt status and based on your school. If schools are audited you don’t want to loose your status because of app purchases.

For dolling out apps, they purchase the apps for teacher’s account. As a perk, they allow the teacher to keep them on their account.

Step 6: Pick your Management System

Jen recommends you choose just one system. At her school they use two because of their shared cart system.  For their teacher iPad program they use Meraki. It should work with existing infrastructure as there are many firewall issues. She also recommends that you sit with your tech implementor to make sure all the kinks are worked out on a weekly basis.

Step 7: Draft your Policy

You need to address certain aspects for a complete policy. Its about doing what is right for your school and community.

  • Management Policy
  • Security
  • Configuration/Usability
  • App Purchase Procedure
  • Cellular Subscriptions
  • Record Keeping
  • Replacement/Retirement

Another tip Jen has for Replacement/ Retirement, 3 years is really the maximum for a device before it obsolete. Right now iPad 2′s are really only a year and half.

Step 8: Introduce to your community

When introducing your policy to your community, you should have multiple meetings. Jen had a faculty meeting and a parent meeting along with followup of letters home. Transparency is the biggest thing to ease the concern. There is a paranoia of what you are watching. Why do you want to monitor it? Jen pulls up her own iPad and shows them what she has. She emphasizes that she can see what you installed but she can’t see how long.

Be prepared for people to push back especially if they are used to looser procedures. Explain the reasoning is for tax purposes and budgeting. Jen uses enticement such as applications for free. If teachers spend time with Jen then they get Explain Everything and iMovie which they get to keep. The key is talking to them and being open to feedback.

Step 9: Be Open to Feedback

Discussions with teachers are vital. Jen cut the camera off the iPads because she didn’t want to delete selfies anymore but a teacher really needed the camera for her lesson. You have to be willing to change and be flexible. Creating pilots are way to push back on ideas and compromise on what can work.

Topics with No “Clean” Solution

Jen doesn’t have all the answers and encourages the audience to share advice on how to address some of the trickier problems.

  • In App Purchases: Free to play are the number one money makers on iTunes. Reimbursement is the best way Jen has found to deal with them.
  • Subscription Services: also are like In App Purchases so this is an issue they also have to address individually.
  • MDMs are easily removed: Make the Mobile Device Management system as un-intrusive as possible because if you don’t then they can delete easily. If a teacher removes the MDM then Jen gets an email and she friendly addresses it on individual basis.

Jen ends with emphasizing that you have to do what works for your school and encourages the audience to reach out with other schools going through the same issues to find solutions. Jen tends to lean in her policies to not limiting too much as it can cause some problems.

The Language Classroom 2.0: How Making a Self-Made iBook Has Transformed Language Instruction (7-12)

The next session I’m attending is: “The Language Classroom 2.0: How Making a Self-Made iBook Has Transformed Language Instruction (7-12)” with Violet Richard and Anderson Auza from Noble and Greenough School. You can see a copy of their presentation slides here.

The agenda states that they will cover three main topics: Video, iBook, Apps & Websites. Noble & Greenough is currently piloting iPads in the 7th, 8th, and 9th grade (1:1) as well as some shared carts. There are also some iPads for specific classes (like the language class).

Anderson shows us a lovely video of Violet and her students reflecting on using the iPads in their Spanish Classroom.  Violet states that incorporating iPads has helped her to create the text that she wants (not one that is based on the textbook) and allows greater organization. Her students highlight a well organized, condensed piece that allows them to take notes directly on the iPad allows them to more effectively study and learn.

Textbook

Textbook

What Violet determined from her experience were that the iPad allowed for:

  • multi-dimensional capabilities
  • custom-designed
  • personal interest – songs, cultural aspects, etc.
  • mobile & lightweight
  • efficient & condensed
  • interactive & engaging
  • It can be edited in real time
  • It can be financially sustainable

For language teaching, the most effective tools on the iPad is the camera, the photo roll, and the apps! By using these tools you can create a multimedia, finished device.

Violet now shows us the iBook she created for her Spanish II Honors  class. The book includes video, images, as well as text. Students can progress through at their own pace. Students do not need to switch between multiple tools/devices, it’s all in their iPad. By incorporating Quizlet into the book students can study their word lists. Violet highlights the fact that the iBook option allows them to focus on developing oral proficiency in their language learning environments; you certainly can’t do that with a traditional book! Anderson highlights that the mobile nature of the iPad helps to foster the necessary spontaneity of language proficiency.

When putting together your Book, be sure to contact publishers to ensure you can use the image in your book (Fair Usage is a little problematic). You can also build your own content using tools like GoAnimate, as well as film and video that you take (from field trips, your own travels, etc) to build your book. This allows for even greater flexibility in building content.

Creating an iBook

iBook Author

iBook Author

The primary means of building an iBook is via the application, iBook Author. While the software is free, it’s important to know that it only works on Apple computers.

Building an iBook does require that you hone a new set of skills because now you’re the author, curator, editor, designer, and publisher. Before you start, she suggests that you outline:

  • Decide on chapters/themes
  • Generate/collect activities
  • Take photos
  • Find images & consider copyright
  • Record audio/video & format them
  • Organize a storyboard/outline
  • Create customized activities
  • Build screencasts
  • Find YouTube & other online links
  • Familiarize yourself with iBook author (here’s a great tutorial)

Apps & Websites

There are many apps that you can use in your classroom, so Violet & Anderson highlight a few apps that focus on creation and flexibility, rather than simply content based tools.

Notability for grading

Notability for grading

Reading & Writing

Notability ($2.99) and Goodnotes ($4.99)

These tools allow Violet to quickly grade their content using her own, hand written notes! These tools can integrate with Google Drive.

Video & Audio

Camera (free, included) and YouTubeCapture (free)

These allow students to quickly record and share content via a link, not uploading large files to Drive (which can be time consuming).

Reading

Safari (free, included) and iBooks (free)

The digital textbook is shared via iBook and the Safari browser allows them to access foreign language content throughout the world.

Listening

iTunes U (free) and Podcast (free)

With these tools students can access content from various educational institutions and experts for free, right on their iPad!

Explain Everything

Explain Everything

Multimedia Creation

Explain Everything ($2.99), Book Creator ($4.99), and Educreations (free)

These tools allow you to create and edit content as well as opportunities for the students to demonstrate their own learning in multiple formats.

Sharing Information

Google Drive (free)

Sharing content created on iPads is key. One of the best ways to do this is with cloud computing options. Google Drive is popular because of its connection to Google Apps for Education (GAFE).

Communication

Skype (free) and Facetime (free, included)

Using these tools students can engage with people in other countries, practicing their language skills, or communicate with one another.

There are several other tools and apps that they highlight in their talk, which you can view here.

Explain Everything: Demonstrating Understanding with Screen Casting

My first session is “Explain Everything: Demonstrating Understanding with Screencasting” by Reshan Richards. It highlights one of my favorite iPad Apps, Explain Everything. You can see the slides for Reshan’s presentation here.  Here’s a great, quick tutorial to familiarize yourself with the app:

Reshan is an Ed Tech Director at the Montclair Kimberley Academy. With the advent of iPad 1, Reshan saw the iPad as a potential to replace the Smart Board for interactive creation – an extension as it would allow multiple students to work on a single device. He teamed up with some app developers in Europe to design an educational app – Explain Everything ($2.99).

Leading Online

Leading Online

Reshan highlights that his experiences with Explain Everything and in the Ed Tech world has led him to write a book, “Leading Online” ($9.99).

Reshan’s demonstration is hands on – he invites up a volunteer and then opens up the Explain Everything app. He takes a photo of the participant and then proceeds to demonstrate how he can manipulate that image using the application – annotate it with writing, change the colors of the background (he quickly changes Pete into a super hero with a red cape and a Zorro mask). He then invites the audience to do the same, using Explain Everything, or another app – turn to your neighbor, take their photo, and “transform” them!

Design Spaces/Care for Spaces

While many people call the app an interactive whiteboard, Reshan says that it’s really more of a design space – it’s a space in which you can create, but that you must also consider organization and space. Ed Tech Leaders, and leaders in general, are skilled in two things: saving time and helping us to share our talent. Ideally, this app and harnessing it effectively, can help us in both arenas. 

The iPad connects us to the internet, has a high resolution screen, as well as a high resolution camera. This enables us to do amazing things on the go. For example, using the site Unsplash, you can incorporate free, high resolution, professional images. You can then incorporate these into bigger projects. Explain Everything allows you to scale and move images effectively (you can lock the scale or the tilt by clicking on an image and then the “eye” button on the left). You can then add clip art (check out OpenClipArt.org), drawings, writing, arrows, typing, sound, video, and more! To learn some great tricks with the app, check out their short and informative video tutorials. By using this application, students learn how to organize spaces with flexible design choices. A visual vocabulary is important for 21st century learners – humans are drawn to beautiful things (typed papers get higher grades than hand-written, beautiful clothes draw the eye, etc), it is important to understand the value of presentation! The next thing that Reshan does is Directs the Audience to play with Explain Everything in a collaborative exercise, “Ask for Help, Accept Help.”

Challenge Meeting Structures/Change Meeting Structures 

1853846_origSo how does the classroom look now that a student is creating content? Reshan states that this is highlighted in his own research around the concepts of: Teachers’ Beliefs & Practices, Design-Based Research, Formative Assessment, and Mobile Multimedia Devices. iPads allow students and teachers to change the physical and philosophical world of education, it’s portable and often reverse-engineered. Screencasting isn’t about the tool, but rather the person and what they believe. How does technology capture informal conversations that aren’t necessarily measured in traditional assessments?

Reshan’s research highlights how screencasting tools, especially on mobile devices like the iPad, can change the way we view learning and measure students’ understanding and creative exploration. Additionally, it allows for flexibility in the classroom for individual teachers, various grade-levels, and differentiated classes. Sometimes this means letting it go and allowing the learning to become “messy.” The messiness reflects the purity of their thought process and learning experience.

Reshan’s qualitative research using Screencasting apps on the iPad (soon to be published) highlighted the following:

Research by Reshan Richards

Research by Reshan Richards

The key experience that Reshan highlighted is that students (of all ages and abilities) need time to play. You need to “get the sillies out” and in the act, familiarize yourself with the tool. Another key element is that it’s necessary to share learning, reject “squirreling” your talents and knowledge.

Keep the Offramp Open/Use it Frequently

Reshan reminds us that the tool is one thing, but that they come and go. It’s about the people and the experiences. Use technology to strengthen a human relationship, not solely to make it more efficient. The way that people use the app (Explain Everything) can help teachers to understand what their students know and understand.

iPad Summit San Diego: Audrey Watters

Audrey Watters, the esteemed educational writer, is keynoting the iPad Summit San Diego. Audrey blogs at HackEducation. Her topic is, “The History of the Future of Ed-Tech” focuses on what educational technology is going – and where it won’t.

Courtesy of Wikimedia Commons

Courtesy of Wikimedia Commons

Audrey highlights the idea of what do we think the future of technology holds and why does the present always look quite different? Why do we not have hover boards (as promised by Back the Future). So looking at technology today, what is the future of technology going to look like? If we look back at the 1960’s or 1970’s, many of the cool innovations never came to be. However, some truths have held firm. For example, Moore’s Law (that predicted that the number of transistors on integrated circuits would double every two years) has become a truth in the tech industry.

Other innovations were not adopted for a variety of reasons, not because they weren’t interesting, but because we became focused on other things and

Prototype of the first mouse. Courtesy of Wikimedia Commons

Prototype of the first mouse. Courtesy of Wikimedia Commons

forgotten some of the great names. Douglas Englebart, for example, was the inventor of the mouse. He demo’d the mouse (one of the most important tools that we still use today) in 1968. This demonstration, “the mother of all demo’s,” featured not only the mouse, but the ability to collaboratively edit documents and communicate via computers. However, we forgot these tools over the years (I have colleagues that still want to email Word Documents back and forth). So many of the features that we saw in the “mother of all demos” (when the mouse was introduced) was not adopted right away and in fact were shelved for years to come.

So why weren’t these tools picked up and developed right away? We can prototype new technologies right away, but when it comes to doing things differently… changing practices, behavior, and culture is really, really, hard. How many of us have had those discussions with friends and family? There is a new, more effective, and easy way to do something yet we are met with fierce resistance: “Why can’t we just email it instead of using Google Drive? Why should I use cloud storage instead of a network/hard drive?”

If we look at the future of Ed Tech, Audrey argues that it will largely focus around the work of Alan Kay. Kay designed the prototype around a personal

Dynabook prototype, courtesy of wikimedia commons.

Dynabook prototype, courtesy of wikimedia commons.

computer for children of all ages, the Dynabook. Kay argued that all children need to have a personal computing device, not just businessmen or academics. He argued that computers should be common place devices and be utilized by non-professional users. Personal computers are a revolution akin to the invention of the printing press – ready access to a broad array of information. In his vision of the Dynabook, in 1972, he argued that this device should be portable, easy to use, and cost less than $500 (about the price of a color television). He stated that this was within the reach of current technology – in 1972. If you recall, this was well before large, bulky personal computers such as the Apple IIe or IBM or Commodore 64. But why did these bulky, expensive tools become prominent and not the Dynabook?

The iPad is not the Dynabook. Kay stated that the main notion of the Dynabook would be the reading, writing, and sharing the notion of ideas – programmable by its user. The iPad, like all Apple Machines, is not a device that is easy to program; in fact, Apple invests in preventing you from doing just that. Kay also argued that the purpose of the Dynabook was to help us to collaborate, to teach and learn together. A lot of these elements stay out of reach in today’s world of technology. Again, we all grew up in a world of education as consumed rather than created and shared. Changing behavior is hard!

Seymour Papert, Ph.D. argues that the “Kid should program the computer” and not the other way around. He created Logo, a programming language for children. It is based on the idea that computers can be the seed of cultural change, but cutting across traditional lines that separate humanities and the sciences, challenging current believes, and questioning the standard of assumptions of development psychology. Computers are moving away from the realm of engineers and towards the realm of adaptable language that we can all access. Papert envisioned computers as the tools that children would use to access and be able to understand the most profound ideas. Again, this was introduced in 1980 (well before the advent of internet to the public). Papert recognized that great teachers know how to use computers effectively in the educational environment, but that schools know how to nip that right in the bud!

PLATO system, circa 1981; courtesy of Wikimedia Commons

PLATO system, circa 1981; courtesy of Wikimedia Commons

The next topic that Audrey covers is the introduction of PLATO (1972), the first computer aided instruction. Most of PLATO’s early programs focused on “drill and kill,” but ultimately became more sophisticated and included networking tools for students and instructors to communicate and engage with one another. It also allowed users to create and edit their own programs. PLATO would ultimately contribute chat rooms, instant messaging, forums, multiplayer games, emoticons, and more technology communication norms and platforms (although few of us can name it). This tool was the dawn of cyber culture. PLATO also allowed for differentiated learning by allowing students to move at their own pace. However, PLATO was prohibitively expensive when released to market: $50/hour, $1900/course, hundreds of thousands of dollars to develop courses, and several million dollars to maintain and access. Educational technology takes a multi-million dollar industry. Its cost ultimately killed it in the 1970’s. However, it still saw rapid adoption among business groups.

Skinner's Teaching Machine, courtesy of Wikimedia Commons

Skinner’s Teaching Machine, courtesy of Wikimedia Commons

The last innovator that she covers is B.F. Skinner, a scientist at the turn of the 20th century. In 1925 he put forth the idea of a “Teaching Machine” to score multiple choice tests (four options). This was used to grade intelligence tests given to members of the military. Skinner believed that positive reinforcement could help shape student behavior, and that the Teaching Machine could be used as a reinforcing mechanism. While his machine may seem out of date today, if you look back on the work of Skinner you can see the roots of education and educational technology. His work has been highly influential on how we view learning and schooling.

So as our world becomes more technological, as we become surrounded by more data what future do we want to build towards? Do we want a behaviorist future or use technology as a tool that will enable students to build their world?

“One might say the computer is being used to program the child. in my vision, the child programs the computer, and in doing so, both acquires a sense of mastery over a piece of the most modern and powerful technology and establishes an intense contact with some of the deepest ideas from science, from mathematics, and from the art of intellectual model building.” – Seymour Papert (1980)

iPad Summit Welcome – Thomas Daccord

Thomas Daccord, the Director of EdTechTeacher, welcomes us all again to the iPad Summit in San Diego – a gathering of 600 educators focused on innovative education. Tom begins his welcome by highlighting the fact that this isn’t really a single device focused conference. Rather, it’s about fostering an environment of student learning and creativity. It’s about viewing the iPad as an avenue of learning (not a consumption device). It’s about the iPad as a mobile, creation device rather than a tool to simply read content or watch video. It’s time to put the iPad in the classroom, rather than on the classroom.

Advanced iPad Classroom

Today is the pre-conference workshop for the iPad Summit here in beautiful San Diego. I had the privilege of working with the esteemed Shawn McCusker. Working with advanced teachers, we were able to play with advanced creative techniques and really get to the heart of building creative and innovative lessons.

If you would like to see the agenda for the day, you can do so by clicking here. Because our classroom of teachers really wanted to delve deeply into the material at hand, we could only touch on a few of the topics we had planned to tackle.

Keeping with the EdTechTeacher model of hands on exploration and learning (see my article “Challenge Based, One-Screen, & T-21: The EdTechTeacher Approach to iPad PD“). This means that there is very little direct instruction – instead, the focus is on allowing teachers to explore, experiment, and create. It’s effective in helping teachers to experience the process the same way our students’ do: figuring things out as they go along. In fact, I have brought many of these same concepts into my own classroom.

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One Screen Model

A key concept that we employed is that it’s about using a handful of apps to do a variety of projects effectively and creatively. This is the “One Screen Model” (see “All the Good Apps Fit on One Screen“). It’s easy for teachers to feel quickly overwhelmed by the sheer volume of apps out there. This is why EdTechTeacher curates a handful of apps to help you accomplish your lesson objects, see their incredibly helpful post “iPad As;” it will help you to navigate the App store with an eye to utility.

The central tenet of using iPads is App Fluency: “The ultimate goal of fluency challenges is to be able to move information from app to app and from device

App Fluency, courtesy of Shawn McCusker

App Fluency, courtesy of Shawn McCusker

to device in order to process it and share it efficiently and effectively (Shawn).” This means that to effectively navigate the iPad, you must understand how to pull content into an app and what you can push out. For example, pulling images or videos into iMovie from the camera roll or Google Drive, editing them into a composed single piece, and then publishing it via YouTube or Google Drive. Shawn expressed his opinion that any app on the iPad that cannot work with other tools (is an isolated program) is ultimately useless.

App fluency allows you to create more complex and advanced projects via a process known as “App Smashing” – “Using two or more applications or web tools in conjunction with one another to create a final product or experience that would not be possible with using a single tool (Shawn)”. By collecting content from a variety of sources and then manipulating them in multiple ways incorporates higher level learning and skills. Check out “App Smashing with iOS 7.” You can also check out this great example below:

As workflow was a common topic throughout the session, we decided to switch up in the end to discuss some ways to facilitate collecting and curating student material. One of the most popular tools for getting content off of iPads and shared with the teacher is Google Drive; many schools have become Google Apps for Education institutions making this much easier. One of the best tools available to teachers working in a GAFE environment is the script Doctopus. This tool enables teachers to distribute content effectively and collect it easily without having to worry about all of the snafu’s that happen with sharing (typos in email addresses, titles, etc). If you would like to see a run through, check the video below:

Overall, it was an exciting and innovative day with high enthusiasm, excitement, and energy. I can’t wait to continue the moment tomorrow with the rest of the iPad Summit!