Many people hear the term ‘flipped learning’ and their hackles rise, expecting some evangelical heralding of technology unceremoniously replacing the humble teacher. I have written before about the concept of ‘flipped learning’ before in this blog post and I am still fascinated by its potential and a firm believer in its importance, both here and now, but crucially in our future and for the future of our students and our schools. Now, once you get past the glossy veneer and the potential technological wizardry, ‘flipped learning’ starts to sound suspiciously like mainstays in education – homework, or revision, or even reading for pleasure outside of school! Perhaps the original flipped learning experiment didn’t begin with ‘Project Gutenberg‘ but with Johannes Gutenberg, whose printing presses revolution changed the western world and brought reading to the masses. I am an English teacher and we are currently guiding our students through their crucial final steps of revision for their January English exam. What is crucial is that those students in my school, and around the country, who will be flipping their learning over the course of Christmas and the New Year have a much better chance of excelling in January the those who do not. Revision…flipped learning – same difference!
On many days as a teacher I have faith that my daily dose of teaching can make the ultimate difference for my students, that the time and effort has a transformative purpose. That may be true – I certainly need that belief to nourish me through difficult times; however, my rational self tells me that all the other factors impacting upon our students are just as important, if not more so. As an English teacher, I have a good deal of knowledge about the impact of early years literacy and the impact of reading and oracy in the first years of the growth of a child. I know the powerful impact of parents and the impact simply having a bookshelf in the home can have. Then the importance of reading for pleasure rears up in sight (this Literacy Trust report, although slightly dated now, is illuminating: report). Other factors, like social deprivation, genetic and emotional predispositions expand the list further. Suddenly, making the key difference with our students feels a bit like King Cnut holding back tempestuous waves! Still, of course, we must try. We must try to help them learn better, for us to learn better, inside the classroom and out.
I am deeply interested in the motivation to learn (teachers as well as students!). I think that intrinsic motivation should be the ultimate aim for all learning and an end goal for educators, but I also have the realistic understanding that this is not our natural state for thinking and learning. That boredom and a deep rooted neurological desire to save mental energy, as well as a plain dislike of certain subjects, can put pay to idylls of intrinsically motivated students! What is clear is that to really enhance student motivation in a transformative way we must simply communicate as effectively as we can – despite any factors that we challenge us. This often requires good old-fashioned direct instruction, but what increasingly strikes me is that in our changing world we must harness technology to communicate with our students and with their parents. We must communicate with students using the tools where their expertise resides. I am not advocating the gamification of education, but a digital literacy that harnesses good old fashioned literacy and builds learning power.
Students only spend a relatively small amount of their time in the classroom, so the learning that is undertaken outside of the classroom obviously has a crucial importance. John Hattie’s research about homework has questioned the validity of its impact, but the data is different for older students – the older the student, the greater the impact. The link between spending time on homework, learning beyond the classroom and enjoyment is being researched with interest – see here. What is common sense is that if students enjoy learning and school, and they have developed a capacity to learn with resilience and a strong sense of motivation, then they will undertake more productive homework and revision – or simply read more for pleasure for its own sake. What we can do is harness their love for technology, gaming, social media and the web, to enhance this enjoyment, to spark more reading for pleasure. What I see as key is that technology can smooth the pathway for students, it can provide key support mechanisms outside the classroom and it promotes interdependence we simply haven’t had in the past.
Independence is rightly celebrated as a valid goal for learners at all levels. Perhaps though we are making an error, perhaps simply a semantic error. For me, interdependence is the true condition of effective learning in our modern world, not independent learning. We almost never learn in splendid isolation and for our students, and their generation and for future generations, this is particularly so because of technology. How many careers will see our students work individually and not in teams? Of those jobs, how many jobs will be essentially connected through technology? How many careers will require a flexible digital literacy to source answers and support learning? Therefore, perhaps the answer to revision is fostering that interdependence – connecting students, teachers and the knowledge we seek to impart.
In the past week we have begun shaping revision support over the crucial Christmas holiday to be shared on our faculty blog: http://huntemf.wordpress.com/. It is only in its infancy, and our ‘advent‘ of revision resources, tips and ideas, will really kick off at the start of the holiday, but the principal of ‘flipping the learning’ for revision is clearly key. We are able to share knowledge, direct students through the minefield of the web, answer questions and connect peers to one another through technology. Should they simply switch off their computer and hit the books? Perhaps? Would it work better than the ‘flipped technological model’? Perhaps. Will it promote digital literacy? No. It is a realistic state of affairs over the Christmas holiday? No.
What am I trying to argue? Well, ‘flipped learning’, or what ever you want to label it, or relabel it, is here to stay. We should harness technology and harness the expertise of our students, not switch it off and hope it will go away (Perhaps if we embraced the mobile phone as a tool for learning, putting it on the desk and not under it, then students wouldn’t feel the need to seemingly stare at their crotch so much. Even better, perhaps we could replace the mobile with a better, flexible learning tool, like a tablet, that we can mediate for great multi-modal learning?…I digress!). We should promote interdependence and connectedness for homework and revision…sorry, flipped learning!
Please watch this outstanding lecture by Dr Eric Mazur, arguing more articulately about ‘flipped learning’ than I ever could. Please take the time to watch it, it will make you think about learning, it is funny, wise and perceptive, and it will make you think:
Our Flexible Friend
The idea of students sitting in front of PCs learning how to use Word is as dead as the proverbial dead parrot. It is already an antiquated model of learning – like chalk or fountain pens with ink-wells; it has a whiff of the twentieth century about it, rather than preparing our students for the future. Whilst the DfE dithers about what they should do with technology (Mr Gove clearly wants to reboot the chalk and talk bygone age), schools are left with a rapidly changing world, where budgets are at a premium and ICT often stretches what budgets now allow. All the while, students are learning on their iPads, Android tablets and smart phones, writing more in texts and tweets daily than in their collective writing experience during the school week. We aren’t harnessing this expertise, never mind guiding it to a place of higher learning!
Clearly, the Microsoft model of a straight-jacketed suite of programmes, with little synchronicity between devices, is a thing of the past. Students want to instantly access information and media (whilst editing, adapting and creating their own) and we need to harness and shape this creativity. Whatever subject we teach, we also need to guide students towards a digital literacy that helps them source the best information, filtering out the European food mountain style piles of rubbish that litters the web. Sitting in front of an ageing fleet of PCs isn’t going to do the job. The flexibility of students working in groups filming with an iPad, or making a presentation with ExplainEverything, for example, then seamlessly showing their films through Apple TV or AirPlay, is an instantaneous way of making the learning visible. It also has the added bonus of making the learning feel more ‘real’ and more familiar to students.
No longer should Geography teachers, or Maths teachers, or Art teachers, or indeed teachers of any subject, have to traipse across the school to find a computer room – losing fifteen minutes of the lesson in the process, gaining a moist folder and a raucous group of excitedly damp students. We shouldn’t have to struggle to make advanced room bookings that then become superfluous because we didn’t follow the gold plated plan! The byword for new technology must be flexibility – flexibility in how and where students can learn.
Familiarity breeding contentment, not contempt
Educational luminaries such as John Hattie and Dylan William have found little concrete evidence to support the view that technology has a transformative effect on learning. Indeed, what we know is that key is the teacher – they are the nexus for learning, technology is just a tool. But what if the tools teachers use actually has leverage into a wealth of expertise and learning already possessed by students? The research on these mobile and flexible devices is still in its infancy which makes finding an evidential ‘answer’ problematic, but if we know that students understand new things in the context of things they already know, then it stands to reason that we should make the unfamiliar familiar by using familiar tools. Hattie and William have inevitably been looking to research from the past – where the older fixed model of technology has never truly enriched learning in any transformative way. We have all been guilty of looking backwards: whole class ICT, perched impassively in front of some poor imitation of a game, or a clunkingly slow VLE is a weak version of what is truly familiar to students – therefore it is dismissed as phony by students. With some degree of teacher expertise (I don’t think the teacher has to be an outstanding technological expert – have you seen a five year old navigate a mobile phone or an iPad quicker than their grandparents ever could?) we can tap into a world of familiar knowledge and skill possessed our students – not only that – we must do if we are to help shape their crucial digital literacy.
For good or ill, students live with technology as an integral part of their lives; how they communicate and socialise, and of course, how they learn. If we could harness the impassioned determination to master the latest incarnation of Fifa or COD in Maths or Science lessons, or even ICT itself, we would most definitely be onto something. Now, I’m not suggesting the ‘gamification’ of our curriculum – but on the iPad for instance, there are a wealth of apps, such as: ExplainEverything, iMovie, ComicLife, Notability etc. which can take the written word and transform it into something more real and make it multi-modal like the texts with which they engage with every day and will do so in future.
If you making using ICT tools something special, a treat, then students are in danger of not learning the knowledge you are seeking. Instead they may only remember the novelty of the change in their learning, they may remember playing with the tool, not learning the knowledge being leveraged by the tool. Students learn and remember more effectively when their emotions are stimulated – it they are even momentarily elated by using iPads, then that has the potential to override their long term memory – and the tool becomes obstructive to the learning. Put simply, using flexible, mobile ICT devices must be done frequently and as an integral part in how we teach and students learn, otherwise they will become another novelty or gimmick. Using iPads may have an initial prestige, but when that wears off the real learning will begin, and with the right pedagogy, the learning can be amplified by the skilful applications available. In short, if we use the tools a lot they will lose their gimmick factor and become very valuable tools that can stretch and enhance learning.
I would like to note that our faculty is undertaking an iPad pilot, which began this year. We have already seen some outstanding learning in evidence, with student motivation raised by using the tools, because of their prestige, but also because of the teacher using the tools to make student learning instantaneously visible on a regular basis. We have honed in on teachers becoming expert with a smaller range of apps, whilst using the devices as a collaborative tool for group work, with some capacity for a one-to-one technology model (this is inessential, however, as we have planned to use the tool in groups). It hasn’t all been plain sailing – there have been issues with saving student work; with failures with Apple TV etc., but our use of ICT as a tool for learning has multiplied nearly exponentially – frequency and familiarity matter. We are moving beyond the ‘distraction stage’ of the new technology, where students may be at risk of remembering only the use of the new tool, rather than committing the knowledge and learning to long term memory. We are moving into a stage of greater familiarity, and with sound pedagogy, we will continue to make marginal gains in our teaching and learning using these powerful tools for learning.
When the iPad is mentioned as a tool for learning to large groups of teachers I always detect a initial sense of awe and a frisson of excitement, quickly followed by a healthy dose of scepticism and even fear for some. I think the vast majority of teachers see it as a potentially useful tool for teaching and learning, but perhaps too many still see it as something of a glorified word processor! What is crucial is that those teachers have the experience of going beyond the ‘gimmick factor’ to realise the potential of the iPad to transform conundrums which often confound us as teachers.
It is a helpful tool (in my view the most helpful ICT device by a mile), not a miracle cure – but any teacher who witnesses the motivation levels inspired by the iPad will experience how it can engage students in the challenging process of writing and much more. With its myriad of apps, the iPad can harness oral rehearsal like no other technology to aid the writing process. With its capacity to show students writing through the projector at any moment (Apple TV, Airplay or a variety of other apps), it becomes a powerful way to make formative assessment instantaneous for all; helping to make the craft of writing more easily visible, and with good teacher pedagogy, more understandable. With the capacity to make real ebooks the iPad can make the writing process feel more real and more valuable to our students – there is no better way to make students value the crucial skills of drafting and proof reading than to create the opportunity for a genuine audience and create products the look and feel professional.
‘Didn’t we inspire great writers and great writing before the iPad, or other such ICT?’ Yes. ‘Can’t we motivate students to write for the sake of it – can’t outstanding pedagogy exist without the iPad tool.’ Yes, undoubtedly. We should aim for a state of play where students are highly motivated without a reliance on technology; where students develop the core skills of writing both with and without technology – and yes, we must continue to hone their skills with the humble pen and paper! However, we should not ignore the potential gains provided by tools like the iPad, whose multi-functionality provides a host of ways to improve teaching and learning for writing. The iPad, with it’s unmatched range of applications, and it’s reliability and quality, can provide a series of marginal gains that cumulatively can make a significant difference to the learning of students – with writing being a key skill that can be enhanced.
‘It is about the pedagogy stupid!’
Any teacher who has used the iPad with students will know the x-factor it provides (nothing to do with the awful Simon Cowell product I assure you!) – the initial oohs and ahhs and impressed looks; the endless excited questions about it. Like anything, however, those initial awed impressions fade to a level of familiarity. That being said, the raised sense of motivation is palpable and never really goes away – remember, we are teaching ‘digital natives’ who have an expertise with technology (often beyond our own – something we should not fear, but instead harness) that makes them feel comfortable in their learning, often assuming the mantle of the expert unconsciously and with aplomb. When they begin to master the tool their confidence rises still further and they are more engaged than ever. Boys in particular, exhibit greater engagement and focus. One male GCSE student in my school reflected upon his learning with the iPad, stating: “I’m more likely to use technology – I’ll do more and work harder. It’s something different and new. I can make things look better and so I wouldn’t mind showing my work to the class then.” This young man is your archetypal disinterested boy, typically turned off by the process of writing, as he has formed a hardened sense of failure from an early age that is difficult to unpick. The technology gave him a sense of confidence and pleasure in writing that should not be underestimated – in fact, I view it as absolutely crucial to success.
Beyond the confidence and beyond the motivation levels of students is the use of the tool to enhance core teacher pedagogy. Why the iPad is the best technology, in my opinion, for students, is that is has such multi-functionality, such flexibility. Actually, the fact that it is keyboardless (you can purchase wireless keyboards of course) I perceive as a strength – as it removes the misnomer that technology for writing is simply a word processing tool. It can be that, but to transform and modernise and pedagogy it needs to be so much more.
‘The ‘How’ – ways in which the iPad can help improve student’s writing:
Oral rehearsal and recording: the iPad provides many applications that allow students to work both individually and collaboratively in rehearsing their writing – a crucial skill to support writing. For example, in devising a scheme for next year’s GCSE controlled assessment on writing a monologue, the students will work together on filming a monologue using iMovie. They will use the variety of camera shots and scene changes to build the narrative structure and sense of voice. They will edit the film, reflecting on the language choices, before showing it to the group to receive constructive criticism. The final process of writing up the monologue becomes cognitively clearer, the students have drafted without realising they have drafted! By using ExplainEverything, students can record their ideas, perhaps commentating on a text they have uploaded to the slide in the application, before they embark upon writing a conventional essay. They can play a presentation to the group and receive feedback on shaping what they have produced, giving then the constructive criticism they need to then write well.
Aiding the planning of writing: iPad has a legion of apps specifically for creative planning, such as Popplet, that are very useful tools. By using the likes of Notability, students can record their notes, save images, draw and be creative in their planning. Websites, such as Pinterest, or the Dropbox app, can be used to share planning, to access shared research or to engage in ‘flipped classroom’ learning. Again, the options are endless, but the teacher should hone their method to best suit their students. Apps like Comic Life can allow students to create comic book style plans for their narrative writing; Puppetpals can allow students to ‘play’ with interactions between characters, to practice speeches or debates in a fun and lively fashion.
Writing models: alongside using their own writing in the process of modelling, by using applications like Goodreader, or accessing documents from Dropbox, students can annotate upon almost any document imaginable! Classic skills of text marking can again be shared and made easily visible for all – the process can become shared, guided by the teacher or other students. Any annotation can be saved and stored, therefore making it accessible for future lessons, or even other groups of students. Although I have not used it, Google Documents can be utilised for creating shared documents and drafting writing across different devices – something I plan on researching soon. Annotation is an age old teaching strategy that isn’t new to any of us, but the iPad can take it up a level or three. The iPad is simply a tool to make the process of modelling and annotating more interactive, more easily visible and making any text more accessible.
Using the device and its applications as a stimulus for writing: I need not explain the potential use of the web or the YouTube app to aid wiring, only to say that it is fantastic to not have to book a computer room, or to organise and undertake the potted journey to the computer room to research the web, or to find some crucial gem of information that the students need for their writing! A range of stimuli for writing is there at the touch of a button – from the music library, the photograph library, iBooks, iTunes U etc. – the options are endless and all ready with easy and flexible access.
Formative assessment – unveiling the mysteries of the writing process: by using Apple TV, or applications like Airplay or Ideas Flight, it allows the teacher to stream the learning from any iPad in the room instantaneously – see Fig 1. Using Notability, students can write their ideas, perhaps a model paragraph or the opening of a narrative. The teacher can stream the writing and embark on questioning to support their writing, garner feedback from others and annotate directly onto the writing on the student’s iPad. The opportunities for guided writing and shared writing are obvious. The visibility of their writing becomes a powerful way to unveil the process of writing explicitly and with simple immediacy. Finally, taking a photograph of the written work of students is a great way to share their work and provide useful feedback for any given task.
What is clear is that the iPad has so many useful tools it can be almost be overawing, like a child flooded with excitement in a sweetshop! Each school or department needs to identify their priorities, harness their shared knowledge and learn together. You can use Twitter to find answers from their PLN (professional learning network) or the host of helpful YouTube video guides to help you through using the device as a teaching and learning tool. Our English and Media faculty have identified key teaching and learning strategies which will enhance our teaching and learning pedagogy – many in evidence above – that we will work together in honing. There will be elements of risk, there will be failures (technology has a habit of doing that at inopportune moments!), but the benefits outweigh the challenges. With some mastery, iPads can undoubtedly improve writing, providing marginal gains at every step of the writing process to result in better writing by our students.
As a Subject Leader, I have thought long and hard (with my colleagues, and particularly my fellow Subject Leader – of Media Studies – @KRE_ativity) about how we should move things forward in developing teaching and learning in our English and Media faculty. To bastardise a well worn American political phrase the first priority is clear: “It is the quality of the teachers, Dummy!” Quite rightly, the question of technology to enhance pedagogy does come a couple of rungs down the ladder when it comes to importance. Every experienced teacher in almost every school will have suffered the trials of finding ICT room bookings like the proverbial needle in the haystack; traipsing across the school site in the rain; losing the late student who forgot it was an ICT lesson for the crucial first fifteen minutes of the lesson! The obstructions often outweighed the benefits. However, the potential to enhance teaching and learning with the freedoms provided by mobile devices becomes a different story; the capacity to excite, engage and personalise learning is undoubtedly present. With the flexibility and portability of tablet devices many of the former obstructions fell away – the enhancements were only enhanced! The question became ‘which technology could best enhance the pedagogy?’
In the world of tablet technology the warring dividing lines very quickly became the choice between Apple and Android mobile devices.
The research began. The comparisons between apps and general capacity for varied uses were central (see my earlier blog posts), but also crucial was the cost. The question, ‘why pay for the premium Apple iPad product in a time of fiscal austerity in education?’ is obvious. Is the capacity so much better to justify paying extra, or is the iPad a triumph of advertising hype?
Firstly, in addressing the financial aspects, it is true to say that the iPads are at a premium; however, the iPad 2 has seen a significant price drop and its functionality is still cutting edge and brilliantly tailored for exploiting in the classroom as a collaborative tool. Still, they are significantly more costly than their cheaper Android rivals. When investigating the breadth and quality of applications, hardware and operating system maintenance, the dividing lines between Apple and Android were stormed by the better quality and range of the iPad. Crucially, no other Android device provides anything like the scope for enhancing teaching and learning like the iPads, especially when used in conjunction with Apple TV.
Apple’s dominance of the tablet and mobile phone market means that it is the best placed develop educational applications (“Despite lower unit sales following the holiday season, the iPad scooped up 11.8 million of the 17.4 million units sold in Q1 2012 for a whopping 68 percent share.”); whilst being better placed for reliable updates, consistent web browsing, better protection from viruses, and a better range of apps that can enhance teaching pedagogy than any cheaper Android device. Some factors why Apple is better for such a deployment of multiple devices include the following:
– The Apple OS is upgraded and installed much faster and more effectively than equivalent Android OS, therefore apps on iPads continue to get faster and better, particularly in areas like iTextbooks etc.
– The back up, synchronising and cloud storage of iCloud is far superior to any Android equivalent, therefore student work is more secure
– OS support is proven to be more consistent from Apple
– Malware, viruses are considerably more common on Android devices and security on Android devices is significantly weaker. The gatekeeper control of Apple means the downloading of apps is more secure and their system provides excellent systematic protections for multiple devices
– The range of Apple apps is currently significant larger and of better quality (a quality controlled by Apple)
– Apple development and support is more consistent and systematic than Google’s Android model – this is crucial for our needs over the next five years.
 J R Bookwalter, ‘Apple Owns Tablet market, while Android Stumbles’, TechRadar (May 2012)
 Fraser Spiers, ‘We need to talk about Android’, http://speirs.org/blog/2012/3/6/we-need-to-talk-about-android.html
The ‘flipped classroom’ appeared on my radar a fair few months ago whilst combing Twitter for ideas. As an English teacher, I was intrigued by the dramatic hyperbole and interested in what it was – whilst being inherently sceptical about whether it was just another buzz-term or ubiquitous hash tag of little use! It took very little digging to find a host of information about the concept. In its purest form, represented by the likes of ‘The Khan Academy’, the model is quite simply the ability to share content through the medium of technology, in most cases simply lectures (of varying quality!). This basic model doesn’t add a great deal to teaching and learning, other than perhaps allowing for students to revisit and revise key information. Our tech-savvy students can easily use popular web platforms, like YouTube, to access this content at their leisure, on their terms (to a degree – it seems prime homework material!). There are the obvious benefits to this process. It allows for some personalisation of learning, it gives students the opportunity to revisit information, and in some cases (I doubt this is the case on any large scale) parents could engage with the material and support their children in their learning.
In our faculty we are looking to create a Youtube page for English and Media which would provide fun and interesting (that is the plan!) videos supporting students with issues such as essay writing, or giving them guides to our current courses etc. This idea preceded my knowledge of the very concept of the ‘flipped classroom’, but like most good ideas, they fit together nicely. There are a growing number of these departmental video channels now on the web and English departments will no doubt involve students in the process, making videos themselves (monitored and quality controlled by staff you would hope). We are also beginning to use iPads to enhance our teaching and learning, particularly group collaboration. The prospect of using mobile devices also fits snugly into the flipped model of learning and we should begin to align them in our planning and pedagogy.
Where the ‘flipped classroom’ model comes into its own is when the ‘flip’ is used to provide classroom time to then collaborate and engage in the learning, based on the assumption that the content has been digested. No doubt, like the setting of homework, some students will fail to undertake this gymnastic flip, but the show will go on regarding the teaching and learning within the lesson, and the minority who fail to complete their side of the flip would hopefully recognise the error of their ways! What is truly exciting is the prospect of greater curriculum time to practice all the higher level learning skills that help bring knowledge and curriculum content to life. How common is the complaint that we have too little time to cover the mass of curriculum ‘content’ we are expected to in the fulfilment of the National Curriculum and the multitude of examination requirements?
Undoubtedly, the future of learning is personalised to the learner. It embraces the technology of our students who are the ‘digital natives’ of today and tomorrow. The ‘flipped classroom’ model is certainly a positive pedagogical step along that inevitably bumpy road. There are undoubtedly some dangerous flaws to navigate: simply uploading videos for a student busy multi-tasking on their Smartphone, whilst they simultaneously flick through their legion of social media comments, is hardly going to transform learning, or embed any understanding deeper than our existing model of education! (There is a level of distracted passivity and inability to concentrate fostered by omnipresent technology that is explored in this interesting article: http://www.edweek.org/ew/articles/2012/05/16/31multitasking_ep.h31.html?tkn=LXPFgFOQhUOkgsJaYbFATbwHcdnWde%2F%2Ffhli&cmp=ENL-DD-NEWS2 )
A further issue is the inherent expectation for teachers to create the legion of videos required to make the flipped model work at all. The monitoring of comments/feedback, maintain links, and the technological process itself, are all time consuming.
Like any innovation, such issues are common, but the potential benefits do, in my view, outweigh the issues. The issues can be eased, if not eliminated. There is always going to be a transmission of knowledge required in our craft – the flipped model can provide a way of presenting that knowledge in a more varied manner than our classic ‘sage on the stage’ model. It need not be some ‘brave new world’ where automaton children are taught by internet avatars, where hundreds of future children are cocooned in their bedrooms responding only to the flicker of a computer screen! The use of video or podcasting should be an ingredient that is used often, part of a varied diet of good teaching and learning! Also, no individual teacher need reinvent the wheel – the likes of Twitter and WordPress connects a wealth of teachers looking for great resources, ready to share and pass on those they have found. Who hasn’t used a TED talk or a pre-prepared video (the ‘Shift’ anyone?) with students or staff alike? Students can and should be integrated into the flipped creation of resources; those resources can be recycled and adapted. The teacher may eat and sleep!
It is all rather simple really: it is a bit of a glamorous buzzword, but the principals and pedagogy of the ‘flipped classroom’ are fundamentally sound. The ‘flipped classroom’ is not going away and it will undoubtedly become one of the core habits of teaching and learning in the next decade. Get filming!
Here are some useful links to ‘flipped’ resources:
In our prospective iPad project in our English and Media faculty we are currently trailing the best apps to use in the teaching of English and Media Studies. Here is a useful top ten list (with a few extras with honourable mentions!):
Some other great apps for English teaching deserving a mention:
YouTube: No explanation necessary, but very useful. With the vast range of resources being uploaded by educators (particularly with the growth of the ‘Flipped classroom’ model of teaching and learning) the options are endless.
GoodReader: A powerful app for annotating PDFs, this app has many uses for engaging with texts actively. I find the legion of options rather cumbersome so I am on the looking for a similar, but simpler, app for text annotation.
Instapaper: A great app for simply saving articles and documents offline in case any wireless network problems ensue.
Snapseed: Currently free, this is a great app to edit photos in a variety of ways.
Socrative: A great app for creating a variety of quizzes for instant formative or summative assessment.
Keynote: Effectively Apple’s PowerPoint, it is a nice smooth app that facilitates some lovely presentations. Similar to PowerPoint, it does take some time to get to grips with.
CloudOn: A free app that provides the opportunity to create Microsoft documents for those who wish to use the familiar tools of the likes of Word or PowerPoint.
Frankenstein (by Inkle): A modern re-working of the classic. This app presents a modern, interactive version which really explores some of the moral choices inherent in the text. It also has the original text and some fantastic contemporary anatomical drawings and maps. Surely the future of e-reading is hinted at in this great app.
We intend to use Apple TV in our classrooms to ensure that students can instantly show any of their work from the apps selected. There are a range of apps that also provide this crucial sharing and control of multiple wireless devices, such as IdeasFlight – http://www.ideaflight.com/how-it-works/
I hope these ideas are useful. Do reply with any other good options for apps to use in English lessons.
Beginning in our next school year, we are very excited to implement iPads (iPad2 devices) as a tool for collaborative learning in our English and Media faculty. We believe that the technology can enhance our pedagogy, whilst engaging our students in the basics of reading, writing and speaking & listening. We believe that the devices can harness excitement and confidence in our students, unleashing greater creativity and raising literacy standards. By using Apple TV, we will use the devices as a tool for formative assessment, immediately streaming student responses, writing, annotation or presentations and films etc. We are not going for the 1-to-1 model, instead the device will be used as a collaborative tool in groups. A class set will effectively be 7 to 8 iPads.
‘The main thing is the main thing’
Undoubtedly, any such new innovation requires time and training (both for students and staff), but we do not want to be put off by the relative newness of the technology for us all as a teaching and learning tool – we want to grasp the innovation and utilise the devices to enhance our pedagogy. Every teacher is a creature of habit – often we teach very similarly throughout our career – with a few ‘tweaks’ along the way. It is therefore important that we create new habits and really focus on where the devices can make those marginal gains in teaching on a day to day basis. We have therefore highlighted our key teaching and learning strategies:
- Using the device for photographing and streaming student work to the projector for immediate formative feedback
- Using the device as a tool for shared writing and guided writing
- Using the device for multi-modal group presentations
- Using the device for group reading and annotation
- Using the iMovie app for creating films/presentations
- Using apps like Goodreader for annotating documents (Interactive Whiteboard style)
- Using the device to research the web
- Using the device to store student work: ongoing and completed e.g. notes on a novel
- Using the audio recording facilities for speaking and learning activities e.g. podcasts
- Using the device to access and collaborate with research homework e.g. Pinterest