Moving at the Speed of Learning: A case for the iPod touch in schools

Moving at the speed of Learning Jonathan Nalder Learning Support Teacher, Project Officer (Transformational & Mobile Learning: One Laptop per Child Australia) jnald2@eq.edu.au www.slidetolearn.info Wednesday, 14 July 2010 About me? - Learning support teacher at Tullawong SS, a low socio-economic school. Currently working to support teachers state-wide.

One Laptop per Child Australia Wednesday, 14 July 2010 The other mobile learning appliance I work to support - remote schools - let me know if you are heading to teach there or if you already do. - The XO laptop is similar to the iPod touch in its companion device capacity - extends ICT to personal and mobile spaces

Where are you at on the iDevice adoption curve? Wednesday, 14 July 2010 Where are you at on the iDevice adoption curve at present?

? Wednesday, 14 July 2010 - NB. if more than a couple of devices, need to consider app syncing policy

future life ? Wednesday, 14 July 2010 Do you ponder what the future life of our students will be? - I’m going to present a case for all students, wether deaf or not, then look at speciﬁcally how it relates

Assumption: Education = prep for future life therefore, Teacher = prep for future life Wednesday, 14 July 2010 I do ponder this - because of these assumptions and what they imply for my job as a teacher.

once jobs = factory, routine, repetitive, skilled based Wednesday, 14 July 2010

once school = factory, routine, repetitive, skilled based Wednesday, 14 July 2010 therefore, if the jobs students would grow up to do where linear and routine, so naturally was schooling

once Teacher - content - student - test Wednesday, 14 July 2010 Linear progression of learning, start and stop point.

once library teacher the world learning other students Wednesday, 14 July 2010 Teacher main focus/ source of everything

knowledge explodes Wednesday, 14 July 2010

“In 2006, the world produced 161 ‘exabytes’ of digital information—3 million times the amount of information contained in all the books ever written.” Columbia Journalism Review Source: The Week magazine, April 17, 2009, volume 9, issue 408, page 17 Columbia Journalism Review The weekly column "Noted" Slide courtesy of ADE Coordinator Maxx Judd. Wednesday, 14 July 2010

new challenges emerge Wednesday, 14 July 2010 Nothing ever stays the same - Rome about 600 years, middle ages 600 years, Renaissance 250 years, Industrial rev 250 years, and now, dealing with effects of industrial revolution as digital revolution gets underway - However, since the days of linear, factory education, knowledge has exploded & many new challenges emerged (c High Noon)

High Noon: 20 Global Problems, 20 Years to Solve Them Greenhouse gas emissions Deforestation Biodiversity loss Fisheries Depletion Water Shortages Etc. Wednesday, 14 July 2010 JS Rischard - 20 global problems, twenty years to solve them - summarises 20 biggest problems and what they have in common - which is they are getting worse and standard strategies aren’t working - need a new approach to problem solving - my parents haven’t solved them, my generation is running out of time + our way of thinking hasn’t worked - need new thinking ‘High Noon’ J F Rischard www.amazon.com/High-Global-Problems-Years-Solve/dp/0465070108

ubiquitous, ‘everyware’ computing is on the horizon www.myswissarmyknife.com Wednesday, 14 July 2010 Just think how many mobile computing devices you own already - they already outnumber more ‘traditional’ computing. If computing then is everywhere, so must be learning

65% Complex Communications Expert Thinking 59% 53% 46% Routine Cognitive Routine Manual 40% 1960 1970 1980 1990 2002 The Demand for Skills has Changed Levy and Murnane for the Organization of Economic Cooperation and Development. Slide courtesy of ADE Coordinator Maxx Judd. Wednesday, 14 July 2010 By 2002, routine manual skills were needed in only 40% of jobs. Complex skills were already needed in 64% of jobs. Imagine what the trends on the graph would show today?

jobs now = creative, complex, problem solving school now = creative, complex, problem solving Wednesday, 14 July 2010 New assumption: If jobs primarily need workers with complex skills, then schools must provide them

meteotek08 Wednesday, 14 July 2010 Student project extraordinaire: ﬂy balloon to space and take photographs http:// teslabs.com/meteotek08 - this is what students today, with cheap digital tech and creative, complex, higher order thinking can achieve

what does a complex classroom look like? Wednesday, 14 July 2010

1950‘s: a higher order model emerges: Bloom’s taxonomy Wednesday, 14 July 2010 people have been thinking about a more complex classroom since the 1950’s

2001: an old model repurposed: L. Anderson Bloom’s revised taxonomy Wednesday, 14 July 2010 Taxonomy was revised by student of Blooms’ 2001 - verbs instead of nouns.

Bloom’s digital taxonomy creating evaluating analysing applying understanding remembering Wednesday, 14 July 2010 here it is mapped against mobile devices.

Bloom’s digital taxonomy Revision by A. Churches Wednesday, 14 July 2010 Now adapted by Andrew Churches to include references for a digital world - google him and ‘wiki’ for great resources

Wednesday, 14 July 2010

once Teacher - content - student - test Wednesday, 14 July 2010 remember where we said learning was?

now task & content & assessment = new content Wednesday, 14 July 2010 how about this: all in together, combined, because thats real life - and no longer linear - plus it ends with new content being created, produced and published

Challenge Based Learning: ali.apple.com/cbl Big Idea Essential Question The Challenge Guiding Resources Guiding Questions Guiding Activities Web and iTunes U Solution - Action Assessment Publishing - Student Samples Publishing - Student Reflection Wednesday, 14 July 2010 Challenge Based Learning model is one option to use. Big idea: voting, then ask what, when, where, why Essential Qns: how effect me, why important to me? How do elections effect my community? Challenge: choose one that has action involved: how improve voter turnout? - See from slide 45 for how I applied this at my school

Assumption: Life = always learning need agility Wednesday, 14 July 2010 so, based on demands of the future, not past, we can make a new assumption. And that means - agility, ﬂexibility to survive

teacher other students teacher the world flow... learning Wednesday, 14 July 2010 learning in a modern classroom should not sit still

learning now other students flows... the world (web) needs... teacher Wednesday, 14 July 2010 in fact its now more like this BUT how can 3 PCs at the back of the room, or 2 hours a week lab time, or even power hungry, 2 mins just to start up laptops keep up?

learning other Moments of learning need: students flows... > Gottfredson 1. Learning for the first time the world (web) 2. Learning more 3. Remembering or applying 4. Things go wrong 5. Things change teacher Wednesday, 14 July 2010 summary of when learning occurs - the last 3 are not so well addressed by standard teaching, but mobile devices in students own hands could really help - ‘just in time’ not ‘just in case’ learning

need mobility Wednesday, 14 July 2010 to keep up with the complex classroom & be truly agile and ﬂexible in learning, you need mobility

2008: more students at my school have a mobile device (not incl. a phone) than regularly use a PC. Wednesday, 14 July 2010

2009: shipments of smartphones outgrew shipments of PC’s and Laptops Wednesday, 14 July 2010

2010: students aged 7-16 in the UK are now more likely to own a mobile than a book > National Literacy Trust Wednesday, 14 July 2010

learning other students the world (web) teacher Wednesday, 14 July 2010 only a converged, easy to use device can interface with and react at the speed of complex learning - Just in time, not just in case

How do the iPhone, iPod touch & iPad fit with complex learning? Wednesday, 14 July 2010

need blank slate ready to become whatever a student needs Wednesday, 14 July 2010 Devices that are locked into one or other functionality won’t do it. Must be one that is as agile and adaptable as learning itself is - a blank slate ready to become whatever the student needs.

need blank slate ready to become whatever a student needs Wednesday, 14 July 2010 Devices that are locked into one or other functionality won’t do it. Must be one that is as agile and adaptable as learning itself is - a blank slate ready to become whatever the student needs. Whatever app you (or student) chooses to load, thats what it becomes.

“I don’t have to change myself to fit the device, it fits me” Jony Ive, iPad designer. Wednesday, 14 July 2010 The product is pretty much defined by a single piece of multi-touch glass, and thats it. There is no pointing device, there isn’t even a single orientation, there is no up, no down, there is no right or wrong way of holding it. I don’t have to change myself to fit the device, it fits me. - Jony Ive 2010

5 billion downloads 140,000+ apps 250,000+ iTunes U lessons Wednesday, 14 July 2010 Can you as a teacher compete with that many sources of content? Can you do a better job of differentiating? There is no other platform that can. In fact there are more free resources available via iTunes U then even apps available in this regard.

Wednesday, 14 July 2010 Here’s some one who was raised in the linear, skill based age - its never too late to learn though. She is now able to read again because she can adjust size of fonts -‘in her 100th year, Virginia bought her ﬁrst computer - an iPad’ www.youtube.com/watch?v=ndkIP7ec3O8 . And she is creating her own content (limericks).

Wednesday, 14 July 2010 Here’s some one who is NOT being raised in the linear, skill based age - what will her expectations of school be?

Wednesday, 14 July 2010 My iLearn story from Tullawong State School - Big Qn (following Challenge Based Learning model): what area of my learning do I need to focus on?

Wednesday, 14 July 2010 Essential Qn: what does my school data show? Our toolkit: guiding resources and activities - memory aids - photos taken of instructions, screenshots by them, & videos recorded by me

Wednesday, 14 July 2010 its a mobile device, so we’d go outside - very good for boys, kinaesthetic learners

iL e a r n Goal: Create self-directed students who can reﬂect and become addicted to learning Challenge Focus Area? Choose Literacy/ Numeracy - Examine data Find an App that will help Am I improving? YES/NO Am I improving? Find a new YES/NO App/ podcast Wednesday, 14 July 2010 The Challenge: students choose focus area after examining their school data. - this is very different from the usual, teacher planned programs. NB. It was just as important that students began making independent learning decisions as it was that they actually improved their focus area.

T-charts Wednesday, 14 July 2010 The decision making app: they had to prove the app would be useful for their focus area before Mr Nalder would download it. Each pro or con added can have a rating of 1-10 applied - even further practice for students in learning to make their own learning decisions

Wednesday, 14 July 2010 Example of app chosen by students- Sentence Spin. We also had great success with MVFractions

syncing apps? Wednesday, 14 July 2010 Once it seemed ok to sync one app to multiple devices, but app store is maturing and now have to instead start thinking about just doing one copy of each app for each device. - what the eventual best model of managing school deployments is still developing - Look for info on the current Victorian iPad trial.

Jonathan Nalder jnxyz@mac.com slidetolearn.ning.com - online network www.slidetolearn.info - teachers guide Wednesday, 14 July 2010 Further links and communities to support you.

Moving at the Speed of Learning: A case for the iPod touch in schools

by Jonathan Nalder

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Moving at the Speed of Learning: A case for the iPod touch in schools Presentation Transcript