My Must Have Mac Apps for 2017

Acknowledgements to the list-makers, whose work I enjoy so much. The structure of this list based on John Vorhees work for Mac Stories

This year I’ve dug myself deeper and deeper into the Apple universe, a Mac and a Mac Mini and even using a MacBook Pro for work (not the sturdy Windows 10 workhorse) coupled with an iPad, iPhone and now even an iWatch. It hasn’t been without problems. iCloud syncing and security is a bit of a disaster, but yes, I’m in.

So, I’m always looking for apps that work as seamlessly as possible between the Mac and the IOS version, using some sort of cloud application in the background and all of that is getting better. Most of the time now I can rely on the thing to be backed up, for the version I open on the iPad really to be the version I was working on last night on the Mac.

I’ve mostly used Vorhee’s categories for my app list, except I deleted his podcast and communications categories. I’ve kept these:

  • Writing
  • Reading and research
  • Images and Video
  • Utilities
  • Task management and planning

Writing

iA Writer

For the last couple of years I’ve been using a text editor called Ulysses but then it went to a ridiculous subscription model and I moved to iA Writer (you can read about that move here) I won’t repeat my earlier blog post on why iA Writer works for me, but you can read that post yourself here Enough to say, that iA Writer does the distraction free thing really well, for a fair price. And, yeah, I wrote this on iA Writer and just ‘shared’ into WordPress.

iA Writer
iA Writer

OneNote

My work in a school is dominated by Microsoft: the Office suite, Outlook, Word, PowerPoint. Of the MS world, OneNote stands out as an organising and note-taking tool for me, and with OneNote Classroom Notebooks, it’s a pretty potent teaching tool as well with increasing power that’s been in the Windows version, coming to the Mac as well.

OneNote
OneNote

Scrivener

I sometimes feel that I should like Scrivener more than I actually do. I do like it, especially for longer-form writing, and especially for output to ePub or a range of other formats. It got a pretty big upgrade this year and looks better than ever; it’s just that, writing poetry a lot, I’m just as happy working in iA Writer most of the time.

Scrivener
Scrivener

Reading and Research

Feedly is my go-to RSS Reader, and one of the apps I open on my iPad every morning (just after the email, and right before Tweetbot)

I also like Pocket as a place to store articles I want to get to later on; it’s pretty amazing how beautiful the articles look, and how quickly they format, in this tool. It has an off-line mode too for those plane trips.

Evernote is also a tool I’ve used for a long time. I’ve got over 6k notes there now: snippets, recipes, book reviews, modem manuals. I keep thinking it’s something I could do without, but it isn’t. It’s like the bottom drawer of my desk; I just stick stuff in there when I don’t know what else to do with them.

For real ‘reading’ I use the standard Kindle App.

Pocket
Pocket

Images and Video

I take a lot of photos. While I wasn’t happy to subscribe to a text editor (see my Goodbye Ulysses post) I do subscribe to the Adobe Creative Suite; notably the Photoshop, Lightroom bundle. I was very sceptical about the new more online-orientated Lightroom CC product, but it syncs beautifully and is getting more and more tools.

Lightroom CC
Lightroom CC

I’ve also had a good look at a photo editor called Luminar, and particularly the new 2018 version. It’s $99AUD and has some impressive filters and effects and is getting better and better, updating fast. If I drop Photoshop it might be for this. I’ve tried, and beein unimpressed by Pixemalator and Snapseed on the Mac (though they both seem nicer on IOS) Luminar are saying an image organising tool is coming in 2018. I used to use Picasa for that, and miss a tool that can scroll effortlessly through thumbnails on the computer; maybe I should look at Adobe Bridge again?

Luminar
Luminar

I don’t do much with video, so I’m happy with iMovie and a little video converter called Video Monkey which quickly takes the .mov files out of my Olympus Pen and turns them into usable .mp4s.

Utilities

I use Alfred literally every time I’m on the Mac, to search, to launch programs and to skip to the next track on iTunes. If you’re keyboard orientated, like I am, it’s a real boon. (I should say at this point that I always use an external mechanical keyboard on my Macs. So much so that, whenever I have to type something in class on the Macbook keyboard, and the students can see how many mistakes I make on that terrible keyboard, it’s always worth a laugh.

Alfred
Alfred

For smaller, more specific, very targeted tasks I love Name Changer, which does the obvious, itsyCal, a little calendar that sits in your top menu bar, and LastPass for a password manager and Type it 4 Me, a great little productivity tool that replaced Text Expander for me when it too headed down the subscription model. With Type it 4 Me, I have a list of keyboard shorcuts xdate gives me the date, for example: 23/12/2017 and those snipppets are synced in the backgrouond so they’re always up to date on all my machines. The thing with keyboard shortcuts is that you dont’ want to have to re-learn them too often.

Type it 4 Me
Type it 4 Me

I don’t used backup software since I moved to OneDrive. I’m now that confident that it’s backing up my files in my personal cloud. I used Super Duper for a while but it seemed to become increasingly complex (have a go at backing up some folders rather than all, if you have half a day to spare!) I also use Dropbox for sharing files that I’m wanting to access and share currently.

Task Management and Planning

Task management is probably the place where I’ve spent the most money, taking a close look at Things, Wunderlist and ToDo before settling for 2DO which suits me very well.

2Do syncs seamlessly across my devices and is customisable enough to have projects, task lists and sub-projects. Importantly, for me, it follows the Getting Things Done paradigm created by David Allen, or at least follows it well enough for me.

2Do
2Do

For planning, and communicating, using concepts, I use MindNode, a concept mapping tool …iStat Mini, a compact way to keep an eye on your CPU, memory pressure, battery, disk usage and network activity.

And, if I want to do a proper email, not just a couple of lines composed in Inbox, I use Airmail email client.

Thanks for listening, and thanks to John for the inspiration.
Happy New Year.

Advertisements

It’s all about next year

37366111910_a7bcc77825_c

One of the strange things about teaching in a school, and maybe especially about being involved in some leadership, is just how much of your time is spent planning for next year, even from halfway through the current year.

I’d say that about a third of my time in the last term has been about 2018: the information evenings, the student choices, the staffing, the timetable construction, the technology planning and the move into transition, which means for us that 2018 classes actually begin in the last fortnight of 2017.

While it’s all important, most of this kind of planning is pretty dry, and pretty uninspiring.

Not today though, when I started looking a bit more closely at teaching texts for 2018 in Literature. Getting those books together on the table was exciting. There, in Shakespeare, Conrad, Winterson and others, is the basis for a year of teaching ahead. Just add students!

Lessons from the decline and fall of the IWB Empire

What can we learn from the hype around IWBs that dominated things? I’ve written a few times here about my reservations about interactive whiteboards, and I think that penny has well and truly dropped.

At a recent discussion around the new technologies we might put in place, the only objections to NOT going with whiteboards in the future came from some primary teachers and a Science teacher who liked the way he could manipulate and show things using little apps with the board.

For the record my reservations around IWBs have been that they retain the control of the ‘means of production’ with the teacher. They’re teacher-centric devices, they’re ‘look at me’ devices, they’re top-down cinema style devices. The teacher showing, while the audience watches on, rapt. That’s it.

And, I think that, while the article I’ve linked to below has some of the wrong reasons for the demise in IWBs, there’s growing agreement that, like the Roman Empire, they’re past their best.

https://www.edsurge.com/n/2013-10-22-lessons-from-the-downfall-of-interactive-whiteboards

A year with the iPad in the classroom

A year in, I thought I’d reflect on what I’ve learned a little about the iPad as a teaching tool and what next directions in education technology look most promising.

The iPad is certainly a great tool in lots of ways. It’s light, robust, with good battery life and longevity. My Year 9 students were into their third year with the device and almost all of them were still working nearly all the time; albeit a couple with cracked screens and bumped corners.

I was easily able to share content via our LMS (Schoolbox) and they could submit work, research and had a set of ebooks for their core subjects (the Jacaranda pack)

You’ll notice I didn’t say ‘write’ on them, for while students planned presentations on their iPads they didn’t really take notes. I did show them OneNote a couple of times (I used it constantly as a teaching tool too) and three or four students immediately took to it in a big way, loving the organisational features. The others figured that since they had a paper English book they might as well write in it and, if they’re using the ebook on the iPad it’s pretty tricky to write anything down on the iPad at the same time. I didn’t push it too much; it’s not yet the dominant culture, especially in the middle years.

Also, if you’ve ever spent any time at all typing anything substantial at all (even a Year 9 English essay) on the iPad screen, it isn’t that much fun. Ergo, one interesting moment late in the year with the students working in groups putting together a presentation on their chosen book. In one of the groups a student had bought in a MacBook and all the students in that group gathered around her in designing their Keynote presentation. For some reason (I’m thinking keyboard) that was a much more natural place to do that task.

All this has happened as I’ve noticed the rise and rise of Chromebooks, particularly in the US educational context. Chromebooks are cheap, robust, secure, loved by the bursar and the IT manager. They’ve got keyboards and (I hear) work better offline than they used to. Student A can log out and Student B can log in. You could write an essay with ease and, if you were in a GAFE context a whole lot of other things might happen. I’m thinking of buying one myself to see how good they actually are.

Meanwhile, we’ve decided to offer teachers a choice for the first time next year for their replacement notebooks. The current laptop is an HP running Windows 10: slow to start up and would be an ideal anchor for a small yacht. Next year teachers can choose between a Microsoft Surface Pro 4 and a MacBook Air. I think some of the Maths teachers particularly will be interested in the touch and draw features in the Microsoft choice.

There’s certainly plenty of good choices; of course, in the end it will be all about the teaching that goes with these tools.

Teaching 21C, and no teachers in sight

27918572493_3b11df2f69_z

Is it okay to attend an all day conference called Teaching 21C: the big issues facing the profession today and not, in the whole day, hear from a practising teacher?

I understand that you don’t come to a conference to hear only from teachers . You can get that around the photocopier or at the water cooler and there has been the growth of more hand-on options like TeachMeets where practitioners can share practice, not to mention the networks you can develop in platforms like Twitter. You go to hear from experts, and learn.

But I did feel, at the end of a long day that felt at times a brow-beating (if not belittling) of the teachers who constituted most of the audience, that it wouldn’t have been hard to include some teachers who might be able to contribute to the discussion, if only to respond to some of the provocations.

Don’t get me wrong; there were some good moments, particularly the session on evidence-based practice that seemed firmly grounded in, and linked to, how real schools work. Suzie Riddell (SVA) took us through a toolkit for schools called Evidence of Learning, which seeks to help schools make good choices about what kinds of change you might choose to implement in terms of $$ costs, evidence for a positive effect on learning, including links to more reading and the scale of that effect; a bit like Hattie’s work put to good use.

fya2016-07-26_17-55-34

Earlier, Jan Owen took us through the FYA report on ‘The New Work Order’, emphasising the forces of automation, globalisation and flexibility that are disrupting work opportunities, especially for young people. You can download the whole report HERE (PDF)

But they were the highlights.

It wasn’t great to hear Teach for Australia rep. Melodie Potts Rosevear telling us how she was looking forward to the present generation of teachers to retire. (Spoiler alert: I wasn’t a fan of Teach for Australia before and I’ve blogged about that HERE and HERE; I just don’t think parachuting fast-tracked graduates into teaching and leadership, no matter how smart, does anything more than diminish the profession. Lawyers for Australia? I’d like to see that.)

Geoff Masters (ACER) was one of the keynotes and one of the most disappointing. He showed a series of un-labelled slides, designed to highlight falling standards in Australian learning outcomes (PISA, naturally). In some of the slides (shown below) high results were good, others when they were bad. It was hard to follow; they had no titles, there were no scales.

Masters talked about ‘Five Challenges’ facing Australian education: declining standards, growing disparities between schools, students falling year level expectations, students starting school at risk of being locked into long-term low achievement and (irony alert) teaching is becoming less attractive as a career option for able school leavers. Masters didn’t take questions.

And not a teacher got to speak.

It was all summed up in final plenary panel of grey-haired white men, a dynamic that even they felt a little embarrassed by.

Cultivating global competencies

Cultivating Global Competencies

Dr Yong Zhao

University of Oregon

CEE-Melbourne Girls Grammar, 1/6/2016

Yong Zhao is an engaging presenter and began by talking about some of the problems facing young people, particularly youth unemployment. In the USA 30% of graduates live at home with their parents,the highest percentage ever. ‘We mis-educated our kids, we educated them for a society that no longer exists’.

Zhao emphasised the differences between learners, in their intelligence/s and their human motivations (Dr Steven Reiss lists 16 basic human motivations and their objects of desire) Not everyone has the same motivations, not everyone is equally driven. However, schools ‘shoot for the average, students have to fit into existing positions’ (aka standardised testing)

Zhao described the fourth industrial revolution (steam engine, electricity, computers, AI) and the loss of jobs in what were high skill human jobs (passports, banking, assembly lines …)

So, what can we do to ‘counter the machines’? We need to re-think education (Problem for me here: I don’t agree that education has been preparing students for low-skill jobs)

‘Evidence only works within a certain paradigm’ – be careful of over-reliance on evidence (eg NAPLAN) Norm referenced assessment leads to deficit driven actions.

How can we make children thrive? Celebrate the human-ness of us, our diversity. Diversity has not been valuable in the past; in the future it will be. Artists in the work force have tripled, there are things that machines can’t do. We have a huge appetite for psychological, aesthetic and spiritual products, products that create choice for the new middle class. Computers aren’t good at that. The useless has become useful! Run away from what you’re not good at.

So, what for schools? Embrace the ‘deficits’. Start with the students. Became places of opportunity. School readiness should be about the school being ready for the child. I liked: “PISA is a homogenisation measurement”. Foster social and emotional learning, entrepreneurial mindset: accept the fact that there is no job and create value and your own job. Don’t teach problem-solving, teach them to choose what problems are worth solving. Find the opportunity in crisis. He argued for student autonomy: voice, choice, support (social intelligence, not collaboration), working towards authentic products. (World Class Learners) Teachers become ‘curators of learning opportunities’, mentors. Don’t try to teach. Move away from ‘just in case’ teaching, to product-orientated learning.(meaningful products, sustained process, from isolated classroom to global perspectives) (see http://www.edcorps.org) We worry too much about teaching, and not enough about learning.

On a chilly Melbourne evening, it was stimulating stuff.

Books he talked about:

  • ‘World Class Learners’
  • ‘The Second Machine Age’
  • ‘The End of Average’
  • ‘Counting what Counts’

He did this whole presentation using just the camera roll of his Ipad.

Images from The Illustrated London News for April, 1853.