iPadagogy – Supporting Teachers use of iPads
Rebecca
- Setting up your personal iPad for Presenting and Teaching
- Presenting with the iPad - Part 1 Technology Overview
- Presenting with the iPad - Part 2 Setting up an Ad Hock network
iPadagogy – Supporting Teachers use of iPads
mLearning field: tablet learning, teacher education
Project goal: To create an innovative and cost-effective workshop for teachers wishing to use iPads to support their teaching practice.
Target audience: Pre-service teachers, Education graduate students, Education faculty (university professors).
Technology infrastructure: The organization must supply wifi connected to the Internet. It is a BYOD workshop, so participants will bring their own iPads. As such, it is expected that participants will have a variety of iPads (First generation, iPad2, and third generation). Participants will be expected to arrive (and will be given a reminder) with fully charged devices, such that power is not required. A limited number of recharge stations is available; however, the tethering of the device to power during the workshop will make it more difficult to participate. A limited number of devices can be borrowed from the University library.
Sustainability: The workshop will be designed with an instructor lesson plan and participant guides. These tools mean that the course can be facilitated by anyone with the necessary skills (not just the facilitator).
Stakeholders: Stakeholders include: course facilitator, course participants (pre-service teachers, education graduate students, education faculty), the Education Graduate Students Association (sponsor) and the University of Ottawa Faculty of Education (sponsor).
Timeline: First iteration of workshop will be offered October, 2, 2012. The workshop will be updated based upon learner feedback and repeated in February or March 2012.
Project description: The iPadagogy is a 90-minute workshop to help participants with their iPads make the transition from using the iPad for entertainment (as a toy) to using the iPad to support teaching practice (as an mLearning tool). Upon registration, participants are surveyed to determine the key issues they would like to see addressed in the workshop. Current trends indicate: configuring the iPad for teaching, presenting with the iPad, file management strategies, and annotating documents (research, marking) as key content areas.
Steps to ensure goal: The pilot workshop is booked. Advertisements are in place; although, currently enrolment is too low. Originally, the course included only graduate students and professors; however, it has now been opened to pre-service teachers, that is, Bachelor of Education students.
Concerns: The addition of pre-service teachers (B.Ed. Students) may change the power dynamics of the room. Will university professors be willing to attend workshops that involve B.Ed students or will they be too concerned about being vulnerable? How to I maintain that safe open space for learning in the classroom?
How do I create an engaging workshop with group problem-based learning scenarios and a small number of participants (n<5)?
mLearning field: tablet learning, teacher education
Project goal: To create an innovative and cost-effective workshop for teachers wishing to use iPads to support their teaching practice.
Target audience: Pre-service teachers, Education graduate students, Education faculty (university professors).
Technology infrastructure: The organization must supply wifi connected to the Internet. It is a BYOD workshop, so participants will bring their own iPads. As such, it is expected that participants will have a variety of iPads (First generation, iPad2, and third generation). Participants will be expected to arrive (and will be given a reminder) with fully charged devices, such that power is not required. A limited number of recharge stations is available; however, the tethering of the device to power during the workshop will make it more difficult to participate. A limited number of devices can be borrowed from the University library.
Sustainability: The workshop will be designed with an instructor lesson plan and participant guides. These tools mean that the course can be facilitated by anyone with the necessary skills (not just the facilitator).
Stakeholders: Stakeholders include: course facilitator, course participants (pre-service teachers, education graduate students, education faculty), the Education Graduate Students Association (sponsor) and the University of Ottawa Faculty of Education (sponsor).
Timeline: First iteration of workshop will be offered October, 2, 2012. The workshop will be updated based upon learner feedback and repeated in February or March 2012.
Project description: The iPadagogy is a 90-minute workshop to help participants with their iPads make the transition from using the iPad for entertainment (as a toy) to using the iPad to support teaching practice (as an mLearning tool). Upon registration, participants are surveyed to determine the key issues they would like to see addressed in the workshop. Current trends indicate: configuring the iPad for teaching, presenting with the iPad, file management strategies, and annotating documents (research, marking) as key content areas.
Steps to ensure goal: The pilot workshop is booked. Advertisements are in place; although, currently enrolment is too low. Originally, the course included only graduate students and professors; however, it has now been opened to pre-service teachers, that is, Bachelor of Education students.
Concerns: The addition of pre-service teachers (B.Ed. Students) may change the power dynamics of the room. Will university professors be willing to attend workshops that involve B.Ed students or will they be too concerned about being vulnerable? How to I maintain that safe open space for learning in the classroom?
How do I create an engaging workshop with group problem-based learning scenarios and a small number of participants (n<5)?
Lutz Siemer
I've been enjoying reading your plan. At our department all lecturers got iPads last year. Also there was a lot of enthusiasm in the beginning there still is a wide spread in the intensity of using the iPads for teaching. I have several thoughts about this.
Some colleagues just don't like digital stuff and like to stay by working with paper. These colleagues also have problems with Blackboard or even Email. It's hard to get them on the digital track. But they are Not your target grouo.
On the other extreme there alway nerdy or geeky people who are informed and get into the stuff by themself. Also not your target group.
In between are the ones that are open but only get into the stuff if there is a clear benefit for the time invested in a training. If you want to get more participants in your training I suppose that you focus on two strategies:
1) Don't talk about iPad only as a mean for teaching in contrast to entermaint but also as a mean for the everyday tasks of a lecturer. Not iPad for teachING but for teachER. So could also work on Coomunication (Email, Facetime, skype), Social Media (Facebook, Twitter), News + Research (RSS, Twitter), Multimedia Content (Youtube, Podcasts), Productivity (calendar, to-do, notes, evernote). I think that teacher will it find easyer to see the benefits for their lives as teachers in these topics and then will turn to ask what can I do with this in class.
2) A lot of my colleagues have their established way of teaching. They have no need to change ... Never change a winning team. Therefor you could focus on enhancing their teaching methods instead of replacing them. They may be afraid that they have to change EVERYTHING that's working fine for them. Trying to give them examples of small changes with big impact. Maximum benefit by a Minimum of effort and risk.
I hope these thoughts are helpful for the communication about your course. They're based on more than one year experience with my more or less iPaddy colleagues.
Best wishes,
Lutz
Witten on iPad :-)
Rebecca
Thank-you for your comments. I really like the idea of changing the focus from "teaching" to "teacher". I often say "teaching practice" as a way to get around that, as I really believe that you need to use your iPad for everyday tasks first (like email and surfing the web) just to get comfortable with it.
Your second comment about not changing a teaching practice aligns with the literature (so I know better). And interesting, because my focus is more on effecient use of the device rather than specific uses, but I'm clearly not articulating that.
Cheers,
Rebecca
angela pierri
Linda Levitt
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Sylvia Moessinger
where can I join in ;-) The ideas sounds really good, but similar to Lutz I made the experience that it is not easy to 'change a running system' to use IT terminology. But, I also believe that some educators have to take the lead and try to convience the 'laggards'. However, I have to admit that I am an absolut beginner when it comes to tablets, but I am very interested how other teachers use it.
Sylvia
Rebecca
Kris Witte
Rebecca
You mention "Since you expect the learners to come with ipads, they will have a certain level of skill with technology. "
Interestingly this is not necessarily the case. I'm mostly working with organizations were iPads were given out. For example, all the family medicine physicians associated with the Ottawa Hospital were given iPads. Because they work in family medicine they don't have the same use-cases as the doctors who work on the wards. They use the same office to see patients, they dont have the mobility need, and they often dont use much technology in practice. For the most part they didn't receive training beyond having a few apps demonstrated, so some of them haven't taken their iPads out of the box. So some of my learners are afraid of technology, or hesitant to take time out of there busy schedules to learn on there own.
This poses an interesting challenge when trying to maximize efficiency of face to face time. As you need to both move the beginners forward and challenge the more advanced iPad users. I've found that group challenges work well here, as a mixed group of learners are challenged to solve a problem the beginners watch the device being used in action and pick up tips from the more advanced learners, who tackle aspects of the problem itself.
Cheers
Rebecca
