If you’d told me ten years ago that I’d be excited about next year’s teaching with a bunch of Microsoft tools, I’d have told you were crazy.
At that stage Microsoft was on the skids: bloated old-fashioned desktop programs and slow to the internet. The software suite they had made their name on (aka Office) looked dated and oh so 20th Century. Worse, their cash-cow, Windoze, was a laughing stock just at the time when everyone was looking elsewhere for inspiration. With a resurgent Apple and the juggernaut that is Google, the end looked inevitable.
Cut to 2018 and things have shifted. Apple still makes the most beautiful shiny things but its software is hopeless (does iCloud even work?) A lot of teachers like some of the Google tools, and the Chromebooks have taken off, especially in the United States, but I think that might be driven by security conscious administrators with the bottom line in mind; I mean, have you ever used a Chromebook for anything substantial?
Re-enter Microsoft. Turned around and all internetted-up. The decision to make their programs ubiquitous (ie. tone down the reliance on a old desktop operating system) has not only seen the old standards re-vitalised as IOS apps, but also seen a growth in tools like OneNote, Sway, Teams, Planner, Forms, Stream that all play nicely within what feels like a mature and secure environment. Just as good, the pricing models, and the storage options, are attractive and well targeted to schools.
Not to mention OneNote Class Notebooks, which I’ve mentioned many times before. One of the best note-taking tools has morphed into the best technology based teaching tool I’ve seen.
So, I’m excited about 2019. We’ve rolled out Office 365 to students and staff and we’ve got an IT team who not only get it, but know how to make it work. We’ve already run some sessions that cunningly required using tools like Forms, and I’m planning to run a series of workshops later this year where teachers will choose from a range of possible professional learning opportunities.
The best thing? I’m hopeful we’re going to have a bunch of keen teachers equipped with some of the best learning tools yet, just raring to go. I’m looking forward to seeing what happens. Who’d have thought?
I’ve never had a Facebook account and I’m pleased about that.
I’m certainly not anti-tech. I was an early advocate for the internet, started blogging pretty much as soon as it was possible, built web-sites, built digital resources, helped establish online communities and took up tools like OneNote, with gusto. In fact, the raison d’être of this blog has been about the effective implementation of technology in learning.
But, I’ve had some second and third thoughts recently about the rise and rise of big-tech, in terms of the social manipulation we’ve seen bear fruit in data mining and election manipulation, not to mention the more personal but just as devastating bullying and manipulation that I see occurring daily on a micro-level between students.
And, I’ve seen more flaws in the glass than I would have expected and, moving from a school environment where technology flows like water, to a more typical, and more challenged, technology environment where I’ve been forced to reflect on what that looks and feels like for most teachers and students most of the time. Things don’t always work and teachers are swamped by workloads and increasing levels of accountability, risk-management and administrative tasks. I’m not surprised some stop trying.
And there’s some problems with the model too. We are an iPad school for the Years 7–9 students and BYOD after that. Most students ditch their iPad and bring a MacBook Air or a PC after that. A significant minority write in exercise books with pens.
I’ve blogged before about iPads in learning and the tension between having the Cambridge, Oxford or Pearson text book on the iPad, turning it into a glorified textbook, and the students needing to write in exercise books with pens. Split screen doesn’t work for this. I don’t think that it would be any better with a Chromebook. So, there’s always been something awkward about the device/s for subjects where the textbook is paramount.
In my subject, Literature, where students normally have a hard copy of a novel or play, the device works better, and I’ve had success in the past, and this year, in getting students to see the value of OneNote, which is pleasing.
However, the revelations about Facebook’s use of private data concerns me, as does the same for the Google suite of tools. A while ago I argued strongly for a move to an educational version of Gmail for our school; I’m not sure I’d make that case now. If you’re using Google Apps for free (or Facebook for free), the model is that your data is monetised, you are the product, as Tim Cook pointed out again recently. I wouldn’t have predicted, five years ago, that I’d be arguing for Apple or Microsoft (which looked tired and corporate) ahead of the ubiquitous Google.
Similarly, I’ve resisted calls to ban and block phones and devices to stop cyber-bullying. Bullying is bullying I argued, focus on the behaviour, not the mode. But, there’s no doubt that putting sophisticated communication tools, and social media accounts, in the hands of thirteen year olds is a recipe for enabling bullying and exclusion way beyond the playground at lunchtime.
There is not much push for Facebook in learning (thankfully) but our school uses its Facebook account to communicate with parents much more energetically than our own intranet, and groups of students, including my own class, set up their own learning networks on Facebook. What does that model? And who benefits from the students, and the school community locked into a Facebook model of news and communication? Not only are big-tech corporates poor at monitoring and protecting data and privacy, in many cases their entire business model is based on the reverse; selling that data to advertisers and beyond.
It’s a challenge for our times, the #deletefacebook hashtag has resonance in schools too, and what we exemplify and model. I had thought that the days of RSS and building our own web sites was behind us. Maybe not. Certainly, the old English Expression skills of critical thinking and high levels of literacy, are more important than ever.
One thing is clear. While we may have thought of hopefully, in the beginning of the Internet, that this was liberating, connecting and democratising, has turned, as big-tech companies have become bigger than government, un-elected and un-accountable, into something divisive and anti-democratic. What do we do about that?
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:
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.
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.
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.
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.
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.
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?
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.
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.
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.
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.
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.
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!
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.
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.
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.
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.