Microsoft OneNote Usage At St Andrew’s College

This post was originally written for publication at the official Microsoft OneNote In Education blog.

2014 was a year that saw significant increases in usage of Microsoft OneNote at St Andrew’s College and there were a number of factors that contributed to this, including:

  • Continued promotion of OneNote by earlier adopter teachers such as Mrs Jacqueline Yoder which led to uptake amongst her fellow teachers in the English Department and beyond. Her story was eventually published in the College quarterly magazine in an article entitled OneNote To Rule Them All.
  • The transition from Microsoft Live@Edu to Office365 that occurred at the end of 2013 allowed for tighter integration of cloud hosting of OneNote notebooks, thus increasing both the access to notebooks from any device as well as promoting true collaboration between students and teachers.
  • The release of the more fully featured OneNote for Mac application was significant as this allowed students at St Andrew’s that owned an Apple Mac to be able to connect to Notebooks hosted in OneDrive for Business. Approximately 50% of our students in the 1:1 laptop programme brought a Mac to school so it was imperative that they could use OneNote natively on their laptops.
  • The ongoing trials with the Microsoft Surface Pro 3 highlighted the benefits of a pen / touch interface when using OneNote, with teachers committing to using OneNote more effectively in the classroom, in anticipation of getting a Surface Pro 3 in 2015.
  • The release of the OneNote Class Notebook Creator tool finally showed an easier way to create notebooks for teachers where every student could easily see and share content. Prior to this tool, teachers were receiving up to 27 shared notebooks from students per class making it unwieldy to manage class notebooks.
  • Ongoing professional development sessions were being offered to staff both formally and informally, allowing them to learn how to use OneNote in their classrooms more effectively or for collaboration with other teachers in their Departments or Syndicates.

Old to NewWhilst the above reasons have all contributed to increased usage of OneNote amongst staff and students I believe that one of the biggest reasons for the success of OneNote is the interface. The layout is reminiscent of a traditional ring binder folder with coloured tabs that all students and teachers can relate to. Additionally, the “blank canvas” approach to the notebooks means users are not confined to dimensions of a page and can arrange content, text, images, hyperlinks and comments anywhere they choose. This freedom is appealing, whilst still being supported by optional page templates and the ability to insert lists, to-do items and other organisational elements. As Mrs Yoder noted for her English students:

“I didn’t want a place just for storing documents. I wanted kids to interact, not to struggle to use their devices, and to have a ring binder in the sky.”

Curriculum Areas Where OneNote Is Being Used:

St Andrew’s College is the equivalent of a K12 school and one of the most pleasing aspects of the Office365 deployment has been the uptake amongst our Preparatory School. Whilst this has mostly been in the Years 5-8 classes (students aged approximately 9-12yrs old), some of the usage has been incredible. Below is some examples of OneNote usage across the school in different curriculum areas:

Preparatory School

ePortfolio in OneNoteMr Wilj Dekkers joined the College in 2013 and immediately embraced the benefits of using OneNote with his Year 6 students both in class and also for their home learning (homework). I was talking to some of his students in late November after nearly a year of using OneNote and their ease and confidence in using the programme was evident. A student called Hamish commented:

OneNote is really good because we can all go on it at the same time – we have even done debates on it!

Another called Izzy noted that whilst the other Year 6 classes were using traditional exercise books for their home learning, they weren’t:

We have not done one piece of home learning in a book all year – it has all been completed in OneNote.

Mr Dekkers did take time to help the students setup an individual OneNote notebook at the start of the year which they then shared with him. He could then see all students’ notebooks and his planning directly within OneNote on his computer.

Titles in red have been added to highlight different features of the ePortfolio

Titles in red have been added to highlight different features of the ePortfolio

With the platform in place, students were then able to use OneNote as a planning and collaboration tool in a variety of different learning areas such as writing “choose your own ending” stories within OneNote. Below is a video showing a student reading his story and also navigating through a virtual world in MInecraft he created based off his OneNote writing:

You can read the stories they wrote directly in OneNote Online since they shared them with guest access – Desert of Terror, The Black Death Maze and Island Adventure. There was a strong focus on effective editing throughout the creation of these stories, with students using the highlight feature in OneNote to indicate passages they had reworked (often through visually “seeing” their world they had created in Minecraft). Similarly, students were encouraged to share their drafts with their classmates so they could receive feedback and suggestions on the development of their stories.

Another usage of OneNote by students in Mr Dekkers’ class was during an inquiry learning project on Kiwiana – features that are unique to New Zealand. Again, there was significant usage of a range of features offererd within OneNote:

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What impressed me so much about their use of OneNote was:

  • Using “Tasks” that could be ticked off when each job was completed – this meant they knew exactly who had to do what.
  • Having the “show contributors” turned on so the initials of each group member was alongside their work, meaning they could see who had contributed what to the research.
  • Storing images in the notebook as examples for when they started to build their Minecraft theme park.
  • Use of highlighting – key words / concepts were highlighted to ensure they would be include in the theme park and oral presentation.
  • Using their iPads and OneNote to read their notes from during the actual presentation.
  • Mr Dekkers writing feedback directly into their OneNote notebook during the presentation so by the time they finished they would see his comments.

To watch a video of the students sharing their Kiwiana Minecraft world and reading their presentation from OneNote on an iPad click here.

English Department

Corrections and comments on student work via OneNote

Corrections and comments on student work via OneNote

In many ways, the English Department have been leaders in OneNote usage at the College, with a number of teachers tightly integrating it into their classroom teaching. The Rector of St Andrew’s, Mrs Christine Leighton, commented that it is exciting to see how teachers at the College are embracing opportunities through e-Learning.

“Teacher voices are really powerful and to be able to share that voice with other teachers, as well as parents and greater numbers of students is very effective. Teaching is not staying enclosed in a classroom.”

It is precisely in these areas of collaboration and sharing that OneNote excels, with Mrs Yoder saying It started as a way to help her students organise their notes, but she quickly found that Microsoft’s OneNote had a lot more potential.

“It has an extensive collaborative capability which allows students access to all my folders, and lets me see their work … My two English classes don’t have books they only use OneNote – that’s their method of storing all of their work and assessments.”

She also does all her marking online making her classroom effectively paperless.

“The students hand in nothing. I do a lot of colour coding in my feedback so they get back a far more visually enhanced assignment. I am also experimenting with oral feedback.”

This involves inserting a video into her feedback providing a medium for more detailed analysis. It’s a different way of marking and works for students who struggle with English and find it difficult to read a marking schedule. For her work with OneNote, Mrs Yoder was named a Microsoft New Zealand Innovative Educator (along with Mr Ben Hilliam from the Maths Department) and in the following audio clip she explains how OneNote has helped her students:

[audio https://dl.dropboxusercontent.com/u/58349924/Blog%20Data/Jac%20OneNote.m4a]
Video Response to Introductory Letter

Video Response to Introductory Letter

Another teacher in the English Department making extensive use of OneNote is Dr Jeni Curtis who set herself a goal with her Year 9 students in 2014 to be completely paperless by using a combination of OneNote and Moodle. She found that through using OneNote her students’ engagement and enthusiasm for writing actually increased.  Her use of recording video and audio comments directly into the notebooks of the students was particularly well received, especially from parents with one taking the time to send her the following the feedback:

I must congratulate you with using OneNote for marking the children’s writing. Callum showed me the video clip commenting on one of his assignments. It was really impressive and useful. It is such a great use of technology and had helped Wayne and I appreciate the use of technology in classroom environment … I have seen [Callum’s] shifts of interests from not liking writing to enjoying writing in the last 2 assignments, which is wonderful.

As any teacher will confirm, receiving unsolicited feedback like this from parents is both rare and extremely gratifying and was a great encouragement at the beginning of the year for Dr Curtis to progress with her “paperless classroom” goal. Continue reading

Teaching the Teachers: A Visit From Microsoft Australia’s National Education Specialist

This post was guest written by Mr Ben Hilliam after St Andrew’s College hosted Mr Travis Smith, Microsoft Australia’s National Education Specialist in December 2014.

In December 2014, St Andrew’s College had the privilege of hosting Microsoft Australia’s National Education Specialist, Travis Smith. He spent a week touring New Zealand talking to educators from primary through to tertiary sectors about how they can use technology to improve learning outcomes. Although this sounds like an arbitrary topic for a speaker from Microsoft, Travis focussed continually on how improved learning takes place and the technology was very much an accompanying instrument to this drive.

Travis SmithThe Power of The Pen:

Travis spoke very broadly at first about how we need to target where we want to see innovation in using digital technology, otherwise, schools’ pedagogical progress can be flapped about by what any particular teacher wants to focus on at any time. The challenge is to get 80%+ of your educators being actively innovative in their practice. A hurdle that Travis identified to this goal is the way we educate our educators.

As teachers we can be quite innovative with the way we teach content and facilitate inquiry for our students, but ask us to do the same for our co-workers and we get into lecture mode. Travis suggests that when it comes to getting educators to become innovative in their practice:

  1. They first need to become familiar with the technology they are going to use.
  2. Secondly they need to develop a skills base with that technology.
  3. Then finally, they need to have be given the time and opportunity to implement it into their learning/teaching processes.

That three step process seems simple, however, most school professional development opportunities miss out steps 1 and 2 and jump straight to 3.

The technology that Travis spoke at length about in his presentation, is one dear to my own professional development: The Power of the Pen. We have been in an era of digital technology for 40+ years now. Computers have been in schools in some way or another for well over 30 years. For the last 20 years every high school student by the time they have left school has spent quite some time using a computer. And now probably the majority of schools run some kind of BYOD or 1-1 computer programme. However, for certain aspects of learning, digital technologies have made very little progress on changing or adapting the way they are taught. My subject area, Mathematics, being one of the main unaffected areas. The reason for this is because many types of thinking are best supported by pen and paper. Travis cites this research in support of this.

Personal Reflections On Using A Pen In Mathematics Teaching:

I would like to reflect on how my innovation process worked with my adoption of the pen (or stylus) and Microsoft SurfacePro when incorporating digital technologies into teaching and learning:

  1. Becoming familiar with the technology: As I sit and write this post at my parents-in-law’s house during my summer break, it is here where three years ago, my brother-in-law showed me his iPad with a stylus. I had a play around with an app called Paper. The stylus was quite good with the iPad, but had the drawback of not working when your palm rested on the screen. However, it was enough to whet my appetite and I could immediately see the advantage of a digital canvas in a world with cloud sharing. I convinced my school to let me be a forerunner with this technology and after I put the case to them, they invested in an iPad and stylus for me to use in my classes.
  2. Building skills with the technology: My iPad became my new whiteboard and notebook. I could cast my screen to my projector, deliver my content that way, and still have a copy to share with my students afterwards. I still had the frustration of having to have a magazine between my palm and the screen, but I felt I was moving in the right direction and feedback and marks from my students did not contradict me. I moved to a new school (St Andrew’s College) which was Microsoft only, so I needed to adapt. They provided me with a SurfacePro and I continued as I had with the iPad with some added advantages: I could now write naturally with my palm on the screen, my notes were always live and organised through Microsoft OneNote and I had a fully-fledged computer at my fingertips. Here is an example of how I used it.
  3. Implementing technology into my teaching and learning process: I am now able to approach 2015 running, with three of my classes now in a 1-1 computing environment. My students can have their learning their own way, either my “chalk and talk” projected in class, or watched again afterwards having been recorded and posted using OfficeMix or in some cases watch content in advance. On their own devices they all have a communal OneNote along with their own personal OneNotes that I have access to as well. And for those students also with a stylus enabled device such as a Microsoft SurfacePro or a Lenovo Yoga, they can toss their paper books aside.

As I reflect on how this process has played out for me, I can see I have built an innovative practice into my everyday pedagogy and it is now embedded. However, this whole process has taken around two years and required support from my successive HOD’s, senior managers and IT staff. If schools want to emulate this process they first need to create an environment where these things can all come together.

Further Information:

To watch a similar presentation to the one Travis presented at St Andrew’s College, watch the YouTube clip below:

Freemium: Students Can Be The Winners On The Day

freemium

This post was written as part of the Connected Educators Month 2014 and was first published on the Christchurch Connected Educators blog.

In my role as Director of ICT at St Andrew’s College I get to see lots of great products in the ICT sector, both the latest hardware (such as new tablets aimed at education) and software (cloud based productivity suites are the in thing currently for schools). I also get to step back from the coal face from time to time and observe some of the bigger trends happening in ICT & Education and there are two obvious ones:

  1. BYOD – Bring Your Own Device. More and more schools are exploring how they can allow (or in some cases require) students to bring a laptop/tablet/smartphone to school and use it as a tool for their education. There are literally tens of thousands of blogs about this, so I’m not going to write about that today.
  2. Freemium – Defined as “a business model, especially on the Internet, whereby basic services are provided free of charge while more advanced features must be paid for” This is a growing trend in education and, as the blog title suggests, students will be the ultimate winners from this.

The concept of Freemium is probably best known as starting within the Apple App Store and it has spread rapidly from there. Developers, keen for you to try out their apps, give away a limited feature set, be that the first few levels of a game for example, and if you love it, you pay the full price for the app.

How Is This Impacting Schools?

Major players in ICT have long recognised that exposing students to their products early on increases the chances of them continuing to use their products when they leave school. Earlier this year I attended a conference where Francis Valintine from The Mindlab by Unitec named five companies that are likely to dominate education in the near future. These were (in no particular order):

  • Apple
  • Facebook
  • Microsoft
  • Amazon
  • Google

office-logo_v3Many New Zealand schools are already availing themselves of the Ministry of Education negotiated contract with Microsoft allowing for very affordable access to Office365 and associated products. Other schools have gone for the free option of Google Apps For Education (GAFE). Both products are excellent, and allow schools to deliver Enterprise quality email, cloud collaboration services, online storage and backup options and a huge range of additional features from third party developers that plug in to these core products. It has massively reduced the workload for school ICT technicians; for example not having to run a local mail server and spam filter for students and staff.

Google-Apps-for-EducationBen Kepes, writing for Forbes.com, described the Google/Apple/Microsoft rush for education as a “war” – they are certainly battling for the hearts and minds of students, hoping that their loyalty to a product will continue on into tertiary study and, ultimately, the workplace. Indeed, I’ve even come across ICT technicians from different schools exclaiming incredulously “What? You’ve gone with [product x]?? I can’t believe it when [product y] gives you 10x that storage space for free!!”

And so it goes on …

Should We Be Concerned?

The answer to that question is not a clear cut yes or no – it’s more like a “maybe.” With more and more companies offering free or heavily discounted products to schools, we should in theory be seeing increased choice around what tools are used for the best educational outcomes. Paradoxically, however, the opposite is happening as each major vendor creates an ecosystem where their products play nicest together. As these ecosystems grow ever more encompassing there becomes less compelling reasons for schools to explore great products outside of those provided within the ecosystem.

To highlight just how much focus these vendors are pushing a widening product set, many traditional software only companies are now releasing hardware products to complete their ecosystem:

  • Microsoft: with a long history of operating systems and office suites, they are now offering hardware like the Surface Pro 3 tablet
  • Google: started out as a search engine and then developed a mobile operating system called Android and then ChromeOS for running on laptops. They have now released their own ChromeBook called Pixel
  • Apple: already a hardware and software company, they needed a cloud based productivity suite to complete their ecosystem and introduced iCloud

Ultimately, schools have to make a choice which ecosystem they enter and straddling two at once becomes challenging. Towards the end of Term 3 I organised some of our staff at St Andrew’s College to present to senior leaders from a range of schools throughout New Zealand on how we are using Microsoft OneNote in Maths and English. Afterwards, a number of the guests from other schools asked how they too could implement OneNote in their schools, only to realise they were a GAFE school and didn’t have the Microsoft licensing to affordably do this.

Therein lies the problem.

It’s not that Office365 is better than Google Apps for Education – both are tremendous products and as schools, we should all be incredibly grateful we have access to these. It’s more that in being spoilt for choice for free or heavily subsidised product offerings, it’s not always easy to explore the best products across multiple ecosystems.

Conclusion:

I wrote in a recent blog post that great integration of technology in a classroom should see it fade into the background:

Whilst the phrase “ubiquitousness of technology” is over used, this lesson did demonstrate that when used effectively, the technology is not at the forefront of the lesson. It was not gimmicky or flashy, instead it provided functional improvement to what was already a great lesson.

moodleSchools are in an incredible position that they’ve never really experienced before where major players in ICT are literally giving away their products to them or using a freemium model for base services. On top of that, there is the Free and Open Source Software (FOSS) community offerings such as the very popular learning management system (LMS) called Moodle.

At a time of such rich pickings, our focus should not be solely on [product x] or [product y], but squarely on the teaching and learning practices that authentically integrate whatever the chosen technology is into the lesson.

When this occurs, the students will indeed be winners on the day.

Guest Post: Reflecting on ICT In Maths Through The Lens of SAMR

This post was written by Mr Ben Hilliam and was originally posted on his blog here.

Throughout this year I have been using Microsoft OneNote with my students at St Andrew’s College. Sam McNeill has a fair account of how I have been using it here with my year 9 one to one computing class, and I have been constantly reflecting on how I can continue this journey.

Using the SAMR model, I have currently been operating in the Substitution and Augmentation stage, where technology replaces some traditional aspects of teaching, such as “Chalk and Talk”, but with some added advantage. In my case, having examples, notes and work always live and accessible to students through Microsoft OneNote and also recording my lessons as I deliver them and link them back to my class OneNote. This is a very teacher orientated model and I would like to see students more empowered through their use of technology.

In the last topic I covered with my year 9s, Geometry, I took OneNote to a new level, setting up my students with their own editable OneNotes within the class OneNote:

Capture

Here you can see the topic tabs up the top and the lesson pages down the side. You might also notice some tabs to the right of the topic tabs with names on them. These belong to my students. In their OneNote, they can only see their own OneNotes and edit them, whereas I can see them all as tabs and also edit them with the purpose of giving feedback.

Here is a sample of some student work:

Capture1

In this case the student is investigating circle geometry, with a triangle whose hypotenuse is also the diameter of a circle. Incidentally the program used for drawing the circle, triangle and measuring the angles is Geometer’s Sketchpad. While there is nothing revolutionary about the learning happening here, the thing I really like about it is the efficiency. When this task is done without digital technology could easily take up a whole lesson, but this task took no more than 10 minutes. With Geometer’s Sketchpad, the student was able to investigate the properties of the triangle by fixing a triangle’s diameter into a circle, then vary the two shorter sides while measuring all the angles.

He was able to quickly copy and paste some questions and a sample of their drawing. This gave the student a framework to explore a rich aspect of geometric reasoning. I like that in this case, time can be given to this rich task, where many mathematics teachers would simply draw the example, say the rule and get the students to copy it down.

When I reflect on where this task sits in the SAMR model, I feel that to an extent it is still mostly Augmentation. But there are aspects of modification. The ability to investigate a geometric rule using Geometer’s Sketchpad has modified the way I teach the topic in so much as it is a much more containable and manageable task within the confines of a 50 minute period. However, the way the student articulates themselves by pasting and commenting in OneNote is augmenting what they would do with pen and paper (and scissors and ruler and compass).

It will be interesting to see how my students perform in their next Geometry assessment. But I feel they have had more time to grapple with why these rules work rather than just apply them to a situation.

In terms of moving towards Redefinition on the SAMR model in this context, at the moment I am not sure how I would go about that. Perhaps I could get groups of students to explain different Geometric rules then the class can share their results using OneNote.

Exploring A Digital World Of Kiwiana

Preparatory School Inquiry Learning Model

Preparatory School Inquiry Learning Model

This morning the students of Year 6S were presenting their inquiry research into Kiwiana and extended an invite to Mr Bierworth (Deputy Rector and Principal of the Preparatory School) and myself to attend.  Over the last few weeks they have been conducting an inquiry learning project around the question “What is Kiwiana?”

To spark enthusiasm the students visited the Canterbury Museum and toured the Paua Shell House, before looking at other Kiwiana icons.  There was also some cross-curricular learning happening here, with students working on area and proportion in Maths, where Mr Dekkers tasked them with designing their ultimate Kiwi bach (holiday home).

The students jumped at this challenge as it was a chance to use Minecraft in class for learning! They started to look at old family baches their families owned or visited, brought photos to class and asked the question “what would the ultimate bach include now?” Students had to include certain criteria such as:

  • Where would the BBQ live? (afterall, how could it be a Kiwi holiday home without a BBQ?)
  • Where would the mountain bikes and surfboards be stored?
  • What was the access to water going to be? (sea / river / lake etc)

Having gained experience in Maths using Minecraft, this was extended to the inquiry topic where the challenge was to research iconic Kiwiana features of New Zealand and then include them into a Kiwiana theme park.

Being adept at using OneNote for research and planning, the children worked collaboratively to identify their iconic images and locations and record their research in a shared OneNote notebook. Here is a fantastic example of one:

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What impressed me so much about their use of OneNote was:

  • Using “Tasks” that could be ticked off when each job was completed – this meant they knew exactly who had to do what.
  • Having the “show contributors” turned on so the initials of each group member was alongside their work, meaning they could see who had contributed what to the research.
  • Storing images in the notebook as examples for when they started to build their Minecraft theme park.
  • Use of highlighting – key words / concepts were highlighted to ensure they would be include in the theme park and oral presentation.
  • Using their iPads and OneNote to read their notes from during the actual presentation.
  • Mr Dekkers writing feedback directly into their OneNote notebook during the presentation so by the time they finished they would see his comments.

Group Presentation On Kiwiana Theme Park Using Minecraft & OneNote

Using a SurfacePro 3 to provide feedback into student OneNote notebooks

Using a SurfacePro 3 to provide feedback into student OneNote notebooks

One of the skills that Mr Dekkers was focusing on as part of this Inquiry unit was synthesising information found as part of their research with their own ideas, discussions and information from their parents.

This allowed the conversation to include plagiarism and why this is a serious issue – a great way to remind students that being a good Digital Citizen includes protecting and respecting the intellectual property of others that has been shared online (see this post for more information on Digital Citizenship).

The presentation skills of the students were excellent, and it was delightful to see them seamlessly switching between presenting to their classmates using their iPads / OneNote for reference, whilst also navigating through their Kiwiana theme park designed on Minecraft. I am sure they would have been delighted with the feedback they received:

Feedback written by Mr Dekkers on his SurfacePro3 - available immediately to the students

Feedback written by Mr Dekkers on his SurfacePro3 – available immediately to the students

SUMMARY:

  • Whilst plenty of technology was being used in this unit and presentation, it was very much in the background. It was not being seen as a distraction, but rather a tool to get the job done.
  • Students made great use of OneNote as a shared document that was accessible anytime, anywhere for them to record their research.
  • Students were accountable to one another and their teacher as it was evident who had contributed what to the notebook.
  • Interest, engagement and enthusiasm from the students was very high – they loved the “gamification” of their learning by being allowed to use Minecraft to design a theme park.
  • Students were keen to share their learning – they wanted their Principal and Director of ICT to see their learning – they were proud of their efforts.

This kind of cross-curricular learning, with deep and authentic integration of technology is incredibly pleasing to see in our classrooms.

Trialling Microsoft Surface Pro 3 Tablets In The Classroom

Six SurfacePro3 for use in classrooms at St Andrew's College

Six SurfacePro3 for use in classrooms at St Andrew’s College

With the official New Zealand launch of the Microsoft Surface Pro 3 last week, St Andrew’s College took delivery of six of these units with a very clear focus to get them into the classroom and finding innovative ways of using them in teaching and learning.

Having purchased a number of the original Surface Pro and Surface Pro 2 devices, excellent examples of teaching with these in the classroom have already emerged, such as Mr Hilliam’s math lessons blogged about here. Over the course of 2014 a number of teachers, in both the Preparatory and Secondary schools, have been asking for Tablet style devices to trial in their classes.

The various angles of the HP360 stand in action

The various angles of the HP360 stand in action

We have explored a range of different units, including the HP X2 and HP 360 – the latter really impressed us with the innovative design that allowed for the keyboard to flip right around behind the screen and also serve as a built in stand.

In the end, the biggest difference between these devices and the Surface Pro 3 came down to the inking (writing) ability on the screen. The earlier iterations of the Surface Pro had shown the accuracy in this technology from Microsoft was significantly ahead of the other Windows 8.1 devices and iPads. Small things, like the ability to rest your palm on the screen and still be able to write without the palm interfering with the touch, really stood out.

Pro 3 Writing

Microsoft’s website says:

Behold the most natural writing and drawing experience on a tablet thanks to the new Surface Pen. Use the Pen to mark up presentations, sign documents or enjoy art apps. You can also open a blank OneNote document with a click of the Surface Pen to instantly capture your next idea–even if your device is in sleep mode.

OneNote is used extensively at St Andrew’s, so the instant click on the end of the pen to open a notebook will appeal to our teachers and students.

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The use of Tablet style devices does create some challenges for the ICT team here – reduced storage on the devices means teachers will need to become more familiar with Cloud / Network storage for starters. Additionally, if a teacher currently has a laptop failure e.g. a cracked screen, they come to the ICT helpdesk where the hard drive is removed, placed into a spare laptop, and they carry on as normal very quickly.

Given we can not directly service these devices, there is potential for some delays for our staff if they have not stored their content off the device.

Another part of this trial will be getting our staff to use the web interface of our Student Management System, Synergetic, instead of relying on the client application. The trend in development for this product is towards the web interface and if this trial is successful, it may open up possibilities for even wider device choice amongst staff.

Finally, we are listing the Surface Pro 3 as part of our recommended devices for 2015 for students at the College. The ongoing testing of these devices by the teachers should present additional compelling reasons why this device is an excellent fit for a student in the classroom.

Microsoft Release Significant Update to OneNote for Macs and iOS

OneNoteBack in March this year I was incredibly excited to hear that Microsoft had finally released a version of OneNote for Apple MacBooks running OS X. However, it became immediately apparent this was “OneNote Lite” with heavily restricted functionality and I blogged about my frustrations here.

Early this morning I saw a tweet showing that Microsoft had released a crucial update that would bring the long-awaited functionality to Mac users, on both OS X and iOS platforms:

Full information can be found on this link but the key benefits are:

  1. Access your work or school notebooks on your Mac stored on OneDrive for Business or SharePoint Online (on Office 365).
  2. Open and insert files, including PDF files, into your notebook pages.
  3. View your password protected sections.
  4. Improved organization, capturing content, and sharing of notes.

The first point is critical for students at St Andrew’s College, many of whom bring a MacBook to school (numbers of Year 9 Students with Apple devices shown here).

I made a screencast for our students to use to help them connect to OneNote on their Macs:

This was also posted on the front page of our Moodle LMS for increased visibility.

In some ways this free update helps close the circle of functionality for our College – whilst not enjoying complete parity, MacBook users now have far greater ease of access to OneNote which is a tool that increasing numbers of our teachers are using in their classrooms.

A neat feature to see added to the iOS versions of OneNote would be inking – the ability to use a stylus within OneNote on the iPad or iPhone. Here’s hoping this is not too far away!

Trading In The Whiteboard for MS OneNote and a Surface Pro

MS OneNote projecting onto whiteboard via MS Surface Pro and Miracast

MS OneNote projecting onto whiteboard via MS Surface Pro and Miracast

This morning I was invited by Mr Ben Hilliam to sit in and observe one of his Year 9 Math classes. I was keen to do this as I knew the Maths Department had been experimenting with the combination of MS Onenote, a Microsoft Surface and a Miracast device to wirelessly broadcast the screen of the tablet through the classroom projector.

The following video is a screencast of Mr Hilliam’s first 6 minutes of the lesson. He is writing on the Surface Pro directly, and using MS OneNote to record his voice and handwriting in the background:

All students in this Year 9 class have read only access to this OneNote notebook so they can revise at anytime, and in this instance the lessons were being recorded for a student that was absent for the week. Once uploaded to YouTube, the link is inserted into the Notebook for student access.

The various technology components involved in this lesson

The various technology components involved in this lesson

What impressed me about this section of the lesson was the ease of the technology – it essentially existed in the background and in many ways, it was a direct substitute for the role of a whiteboard. Mr Hilliam was still asking students questions back and forward and they were still coming up and pointing to places on the graph on the projected image on the whiteboard to indicate their answers. The big difference however was that this was being recorded digitally for later revision.

Towards the end of last year we undertook training for a lot of 2014 Year 9 teachers and introduced them to the SAMR model. I recently came across a new poster for this:

Explaining the SAMR model through coffee

Explaining the SAMR model through coffee

The teaching in this Year 9 Math class falls clearly in the augmentation range – the teaching is not obviously different however the technology operating in the background provides massive functional improvement. Students, both those absent and physically present in the class, can all revise the concepts being taught at anytime.

Here are some photos of the students at work practicing the concepts that had been taught:

A student reviewing the MS OneNote content recorded moments earlier by Mr Hilliam, and then practicing in his exercise book.

A student reviewing the MS OneNote content recorded moments earlier by Mr Hilliam, and then practicing in his exercise book.

Students around the room making using of their laptops to review / rewind the concepts as taught and recorded from the start of the lesson

Students around the room making using of their laptops to review / rewind the concepts as taught and recorded from the start of the lesson

Whilst the phrase “ubiquitousness of technology” is over used, this lesson did demonstrate that when used effectively, the technology is not at the forefront of the lesson. It was not gimmicky or flashy, instead it provided functional improvement to what was already a great lesson.

I am excited to see how other curriculum areas make use of technology like this in their classrooms and will blog about these in the future. As the Director of ICT it’s important for me to support initiatives like this that trial how new technologies can be used in the classroom. On my recent trip to Edutech 2014 I trialled a MS Surface Pro 3, some of the only demonstration units outside of the USA, and was very impressed. I have pre-ordered one for our staff to trial once it is released and am interested to see at what point in the future touch screen devices like this may replace the traditional laptops given to staff.

Teaching the Teachers: Professional Development Between Schools

Video

I was invited to speak today with staff from Catholic Cathedral College who were part of a Professional Learning Group (PLG) that is focusing on the impact of technology in the area of literacy.

Unfortunately, I could not be physically present after having knee surgery, so made use of Skype and Screenflow to record the videoconference that took place instead. A wide ranging discussion took place over the next hour and I’ve edited this down to the following:

Progress Update & Reflections on 1:1 Computing at St Andrew’s College Part 2 of 2

During the recent term break, I wrote an initial blog reflecting on the launch of 1:1 Computing with our Yr9 Cohort this year. Whilst that blog focused mainly on the parent perspective, this one will share some feedback from students and staff.

The Staff Voice – by the numbers:

  • For 98% of our Yr9 teachers, this was the first time teaching in a fully 1:1 environment (hence staff PD was so important)
  • 78% of staff had previously permitted students to use devices in their classes
  • 40% of staff said they didn’t need to provide any tech support to students whilst 44% responded they needed “to some extent” help students with their laptop
  • 93% agreed to strongly agreed that ICT tech support was available to help them or their students when they needed it during class time.
  • Teacher expectations around laptop usage in class was:
    • 37% every lesson
    • 32% 3-4 times per week
    • 31% 1-2 times per week

These numbers paint a largely positive picture and reflect what our planning and investigation had revealed: the majority of our teachers would be “new” to managing a classroom where every student had a laptop and that we would need to continue to provide tech support in a timely fashion for teachers and students to feel confident this was going be a success.

Our surveys of staff in 2013 also revealed two main concerns held by teachers: the pace of learning would slow and behaviour management would become problematic. Here’s the survey results from a teacher perspective:

  • Pace of Learning: 54% it was about the same as before, 32% it has increased with the technology in the classroom
  • Classroom Management: 54% disagreed or strongly disagreed with the statement that behaviour management challenges had increased with the introduction of laptops, whilst 20% agreed or strongly agreed there were new challenges.
  • 70% of staff agreed or strongly agreed that the 1:1 Computing initiative added value to the learning for students.

It’s pleasing to see that the majority of teachers are finding that the technology is not increasing the challenges of learning, nor significantly slowing the pace of learning in the classroom either. As one teacher commented in the survey:

Year 9 students are not distracted by laptops – happy to open and close as needed. It is just another piece of equipment.

The Student Voice – by the numbers:

  • 46% of students were allowed to bring a device to class in Yr8 (approximately half Yr9 students come from the Preparatory School, and half from feeder schools)
  • 75% of students responded this was the first device they had personally owned or been responsible for the majority of the time.
  • 60% of students made a joint decision on the type of laptop with their parents (only 17.5% had sole discretion on choosing an Apple or Windows based computer)
  • 82% agreed or strongly agreed that they are a confident user of a computer (our experience would suggest this is too high, and some have an over-inflated sense of their competency!)

Again, this matched our expectations – Continue reading