Blogger app for iOS

iTunes Store

One of the teachers from Year 3 and 4 at Elim Christian College, Emily, introduced the Blogger app for iOS to me just now. They are thinking of using it as a tool to showcase students’ learning. Initially the team was thinking of using Google Sites for this purpose, but posting to Google Sites isn’t as simple and intuitive as using the Blogger app – especially when most of the students in the class have iPads.

Abdul Chohan, the director of Essa Academy, talks about educational technology needing to be simple and reliable. This tool definitely fits the bill. The app itself has a simple user interface that is intuitive to use, with little distractions – ideal for a year 3 and 4 class.

New post in Blogger app

Writing a post

Can you think of more ways to use this tool? Please comment.

To lifelong learning!

Cross post from http://barendblom.blogspot.co.nz/2014/07/blogger-app-for-ios-simple-and-reliable.html

Online learning vs blended learning

Ronnie Burt wrote a great post on July 23 entitled “Why today is my last teaching online …

It resonated with my experience as an online teacher, and I decided to comment on his post as follows.

Hi Ronnie. Thank you for the post. I have also been an online teacher, and I have to be honest: despite teaching for a great organization, I have gotten the same kind of feedback from every group of students I have taught.

You write “The measures of success are often wrong – learning experiences are far more important than a checklist of standards and objectives” – interestingly, my organization (intentionally or unintentionally) encouraged us as teachers to try to give the students a great learning experience. I think the course I have taught has succeeded fairly well in achieving this goal, and I have to commend the course designers for the idea. I taught oceanography, and the course was sold to the students as a virtual trip aboard a virtual vessel with me as the captain. The students even addressed me as “Captain”.

You write “Relationships, connections, and networking are minimized in the rushed online world” – I have encouraged students in my online course to get in contact with each other via social media, especially since they located in different geographical locations, but online relationships are not the same as face-to-face relationships. I would say 80% of my students identified and saw this as a negative characteristic of online education.

Differentiation and personalized learning is lost in the pre-created curricula and assembly line experience of most distance courses and MOOCs” – I fully agree. There were times where I knew the content had to be adjusted for certain students but I was ‘not allowed’ to change it (and I partly understand why not). Now I have to say that the online teacher can create individualized experiences for students in an online course by responding to their individual needs with the appropriate media, but it takes an incredible amount of time to prepare these additional materials – much more than responding to a student’s individual needs in a face-to-face situation and competing with the time my other responsibilities at a brick-and-mortar facility was demanding of me.

Motivation and engagement suffer through isolation – we’re seriously becoming ok with virtual science labs!?” – this is the number one complaint of all of my students. The online learning environment is not a representation of most of our students’ day-to-day life experiences. In fact, the (high school) students in my influence sphere who have tried a fully online education have found it so stressful and isolating that every single one of them have left it after a while hoping that they never have to engage in an online class in high school again. By the way, in principle I am not against virtual science labs when they are performed by highly motivated students since I believe that they do a commendable job of teaching students the thinking processes of scientific experimentation. However, I do believe a ‘real’ lab is a better learning experience.

The subject matter (and the learners’ needs) should drive instructional strategies, not technology” – great observation – I know this to be true for the integration of any technology in the curriculum, but I have never subjected online education to this critique. When you do, I think it is a “fatal blow” to the idea of fully online education.

Online education has helped me improve as a teacher though, and I am a ardent supporter of blended learning. I do think that blended learning is the best pedagogical use of the workflow improvements and enhancements that online learning brings to the table.

To lifelong learning!

SkyDrive now also has forms

I was pleasantly surprised today to find out that SkyDrive now also has a “forms” function like Google Drive. I love Google Forms because it is a powerful tool in helping you run a paperless office / classroom. However, if your school was signed up with Office 365, you initially might not have had this great tool at your disposal. Now it is there, and from first appearances it works well.

The only ‘downside’ I can see at the moment, is that SkyDrive forms do not have the pretty templates that Google Forms have (yet?). In my opinion this is a minor oversight when you consider how much this tool compliments Microsoft’s cloud suite.

To lifelong learning!

“The Next Story”

I have recently added “The Next Story” (by Tim Challies) to my reading list on recommendation of our director, Karl Steinkamp. This is the first book I have come across that tries to develop a Christian apologetic for the use of technology, and I think it is a must-read for anyone in Christian education.

In the first chapter he discusses the following points:

  • He says that there exists a “mandate for technology” that has its origins in the creation mandate, Genesis 1:28.
  • Technology is NOT amoral as technology advocates sometimes want us to believe. However, “technology is a good, God-given gift; like everything else in creation technology is subject to the curse; it is the application of technology that enables us to discern whether it is used for the glory of God or not.”
  • Technology can be both an idol or the enabler of idols.

I strongly encourage you to get a copy. We, Christian educators, need to have a well-developed apologetic about the place and use of technology in our lives if we want to model it effectively to your students and their parents. “The Next Story” can be powerfully used for professional development around this topic at your school.

To lifelong learning!

A well-trained teacher is the key to quality education #xned

I participated yesterday with two other staff members in the annual staff vs. students parliamentary debate. The debate topic was “This house believes the continuing introduction of new technologies and new media adds little to the quality of most education” (appeared in The Economist Debates of Monday October 15, http://www.economist.com/debate/overview/121). I think I was more stressed than the students about the speech … what follows is what I said as first speaker of the team that supported the topic. It was a really great exercise to reflect on the quality of education. Keep in mind I had 6 minutes, including taking points of information. Did I say I was nervous? 🙂

The topic for this debate is vague and ambiguous enough that it is important to clarify our (the team that supports the topic) interpretation of it.

In our opinion this statement implies that when new technologies and media are introduced to the education industry without a proper evaluation by trained educational professionals of the potential impact on the quality of education, it adds little to the quality of most education.

One of the acronyms for Information and Communication Technology is ICT, and someone has rightly commented recently that it also stands for “It Can’t Teach”.

The quality of education is not an easy concept to qualify. Many attempts have been made to identify the factors that indicate a quality education. In 2000 UNICEF outlined factors that are globally accepted as indicators of quality education (http://www.unicef.org/education/files/QualityEducation.PDF):

  • “Learners who are healthy, well-nourished and ready to participate and learn, and supported in learning by their families and communities;
  • Environments that are healthy, safe, protective and gender-sensitive, and provide adequate resources and facilities;
  • Content that is reflected in relevant curricula and materials for the acquisition of basic skills, especially in the areas of literacy, numeracy and skills for life, and knowledge in such areas as gender, health, nutrition, HIV/AIDS prevention and peace;
  • Processes through which trained teachers use child-centered teaching approaches in well-managed classrooms and schools and skillful assessment to facilitate learning and reduce disparities;
  • Outcomes that encompass knowledge, skills and attitudes, and are linked to national goals for education and positive participation in society.”

“According to the Education For All: Global Monitoring Report of 2005, two principles characterise most attempts to define quality in education: the first identifies learners’ cognitive development as the major explicit objective of all education systems. The second emphasises education’s role in promoting values and attitudes of responsible citizenship and in nurturing creative and emotional development.” (Sourced from http://www.timesofmalta.com/articles/view/20081128/education/what-is-quality-education.234848)

It should be obvious that just introducing new technology and media are not an assurance of quality because technology and media do not necessarily contribute to learners’ nourishment or make them ready to learn, the new technology and media may not be relevant to the context it is being introduced to, and due to a country’s political position on education, teachers may possibly be poorly trained and have no clear direction as to what needs to be taught.

The introduction of the iPad to Dalat International School also supports our interpretation of the topic. The administration of Dalat didn’t just decide the day before school this year that students need to show up with iPads for class. Months of planning and research went into this decision driven by people with current training and knowledge of sound pedagogy and the trends in the North American economical landscape. Teachers have received training and are still receiving training on how to use this new technology in a manner that will make substantial contributions to the quality of education at Dalat.

There are studies that show that introducing technology into the North American schooling system without proper training have resulted in no significant change in learning outcomes (http://www.economist.com/debate/overview/121). My colleague Mr. Steinkamp will expand on this idea and show that not only does the thoughtless introduction of new technologies and media contribute little to the quality of education, it may actually lead to a negative participation in society which is the direct opposite of what UNICEF says comprises a quality education.

In summary, the continuing introduction of new technologies and new media adds little to the quality of most education without the direct involvement of a trained teacher with a child-centered teaching approach.

Sources:

  1. Technology in Education Debate, http://www.economist.com/debate/overview/121
  2. Defining Quality in Education, http://www.unicef.org/education/files/QualityEducation.PDF
  3. Education for All Global Monitoring Report 2005, http://unesdoc.unesco.org/images/0013/001373/137334e.pdf
  4. What is quality education? http://www.timesofmalta.com/articles/view/20081128/education/what-is-quality-education.234848

To lifelong learning!