Watch out, blended learning, we're coming!

I don't know how to start this post, so I'm just gonna blurt it out: my class has 1:1 iPads!
Clearly, I am still completely in the 'Whoa, this is so cool!' phase. Which is lucky, because so are my students. Seriously, every day is like Christmas morning.

We've only had the trolley in the classroom for a few days - at this very early stage, we are still sorting out management and logistics, learning our way around this particular piece of hardware, and exploring the apps.

A quick description of the project: each child in my class (and me!) has been issued their 'own' iPad. Initially we'll just use them in class, but we're hoping that the children will be able to take them home after a few weeks.

Over the next months, I will be working closely with the school's Digital Learning Integrator and the Primary School Principal to investigate the effects of iPad use on teaching and learning. Which, on rereading, sounds very dry. What I'm hoping for is a transformation in how learning happens in our classroom. Yep, I'm talking about blended learning. There is heaps of information to be found on the internet about blended learning - I like this video.

Cool! But, how?

There are so many possibilities for the shape this transformation might take: here are a few of my thoughts, dreams and questions.

• iPads become like pencil cases in our classroom: a place where we store a bunch of different tools to help us to solve problems, create, practise skills...
• This is what I'm most excited about right now:
• Transformation of the organisation and differentiation of tasks. We have 1:1 iPads and (most of the time) very good opportunities for access to laptops, as well as two class desktop computers. We have an ample class library and reasonable opportunities for access to the school library. We have good resources for arts and crafts. 
• If we organise our tasks and learning, differently, it follows that iPad integration is going to change how my classroom looks. This is one that I want to play around with a lot more. 

I'm guessing there's an app for that :).

Redefining Awesome

We are almost halfway through week 2 of the school year and I can tell you already what my greatest challenge this year is going to be: helping my kids to redefine Awesome.

Inspired by Kid President, I decided that this year should be an 'Awesome Year' for my class. We watched and laughed along with the video.

Then we brainstormed.
'What could we do in class this year to make sure that Grade 4 is an awesome year? What kinds of things would you like to try?' I asked.
In planning, I knew this was a great hook activity. Inspired by Kid President's energy, enthusiasm, humour and ideas, and because we all know that all nine-year-olds are bursting with exciting and creative ideas, my kids were going to lay the foundations for a learning-packed, student-driven year of amazingness.

I didn't have the heart to take a photo of it at the time, but here are a few ideas from our first brainstorm, entitled 'Our Ideas for an Awesome Year':

• reading
• writing stories
• maths games
• free time

There is definitely potential for fun and enjoyment here, but... Honestly, does your inner 9-year-old scream 'Awesome!' at this list? Why are these the limits of their expectations?

Don't get me wrong - I value that they love to read and write and do maths. 

But what about inquiry learning? And 21st century skills and tools? As well as the myriad other tools and resources for inquiring and creating and presenting we are so lucky to have at our school?

On our second try, this is what we came up with:

Created with Padlet

Reading and writing and maths games are still there, but so are baking, listening to music, programming, building and creating new games.

Obviously, I learned from this exercise. Kids DO have exciting and creative ideas. Sometimes (often?) it takes a bit of work and ingenuity for grown-ups to access them, is all. Next time, I will plan for this :).

Use your edtech for learning!

I met up with a friend and colleague of mine today - part catch-up, part idea-bouncing for the coming school year.  We are both planning for incorporating some more edtech into teaching and learning with our students this year - consolidating on what we started last year, and adding a couple of new tools. We took a look at a few sites created by and for teachers and students (including my own from last school year). She also lent me what is turning out to be an excellent book (Troy Hicks' 'Crafting Digital Writing') that I dove right into this afternoon at home. It's been a great day for reflection and goal-setting.

One thing that I have seen quite a bit of discussion of in social media, books and articles for teachers is the insistence on the need for students to be able to evaluate websites. I agree wholeheartedly. It is imperative that students learn to read and use online texts critically.

What concerns me is that I haven't seen a lot of discussion about the need for teachers to evaluate what they are putting up on the web for their students. So you want your class to blog? Why? Why are they blogging? What are they writing? Who are they writing for? Where is the learning? The same for class websites - is the site for students, parents, or both? What's the purpose of the site? Does the design of your site reflect this purpose? Does the content reflect the purpose?

As teaching professionals, we should have good answers to these questions - beyond 'It's trendy', 'I'm expected to' or 'That's what everyone's doing these days'.

It's a waste of your (and your audience's!) time to create content on the web that is badly designed, uninformed and lacking clear purpose and direction.

My two cents: before we start building sites, wikis and blogs for student use, we need to invest the time to learn about our chosen media and plan to use them effectively.