Showing posts with label #edchat. Show all posts
Showing posts with label #edchat. Show all posts

Laptop or Tablet? Transitioning from MacBookPros to iPads (and the frustrations of using Google Classroom)

technology in the classroom


Laptop or Tablet? Transitioning from MacBookPros to iPads and the Frustrations of Using Google Classroom

For almost seven years my school was a 1:1 MacBookPro school. We loved the laptops, but the expense for repairs and replacing new ones for all students in grades 6-12 was becoming too costly.

MacBookPro laptops in the classroom
Students writing poems on MacBookPros.
Photo: ©Tracee Orman, 2011
Normally schools would upgrade from tablets to laptops. And here we were last spring being told we were going to downgrade from our MacBookPros to new iPads. Teachers would keep their laptops and have a new iPad; students would only have iPads (with the exception of our computer instructor, who has a lab of laptops for his classes).

Questions We Asked
Of course, we had a lot of questions, such as:

• How will our students type essays on an iPad?

• How will our students use websites that use Adobe Flash Player?

• Will our students be able to make movies using iMovie?

• Where will students store all of their Pages files, Keynote presentations, and other documents?

• Will they be able to back up files onto a flash drive?

• Will all of our online lessons, quizzes, and tests open on their iPads?

• How will we monitor their use?

• Will students be able to print?

• How many apps can we get? How will the students get those apps on their devices?

and so on...

Google Classroom Launch & {FAIL}
We had already been using Google for Educators for several years. Our students all have Gmail accounts, which comes with a Google Docs/Drive account and unlimited storage. So one of the deciding factors for our administration was the launch of Google Apps for Education (GAFE), which includes Google Classroom. They *hoped* it would make it easier for students and teachers to exchange digital files, collaborate, and communicate. We were assured that Google Classroom would work seamlessly with the iPads. And last Spring, it seemed to be working just fine.

Google Classroom Teacher's Page - www.traceeorman.com
Sample Google Classroom stream of announcements
and assignments from www.traceeorman.com.

Well, it hasn't been as easy as promised. Hardly any of my students could watch an introduction video I linked from YouTube, nor could they open documents I attached and assigned. Google Classroom is still working out kinks, but it's getting a little better. At the beginning of the school year at least half of my students could not access anything from Google Classroom. Now, I have about five or six students who continue to have the problem. It's better, but still frustrating. This means I have to share content with them in alternative ways, including having a print source.

Google error message in Google Classroom, GAFE
Error message when students try to access files in Google Apps.

Docs is Back...But Drive Is Still Here?
In addition to the Classroom problems, Google's relaunch of "Docs" while maintaining "Drive" is causing much confusion with students. One feature Docs now offers is the ability to work on items offline. We are not sure if this feature is the root of the problem or not for our students, but we know there are several who will try to locate their documents and they will not show up. Sometimes they appear when they click out of the app and go back on, but when they try to share it via Classroom, *poof* all their documents disappear again. Again, we were told Google is working on fixing the kinks.
Using iPads for Video Parody Project
Students use iPads for a video parody project.
Photo: ©Tracee Orman, 2015

One of the biggest frustrations as an English teacher is the lack of features in Google Docs. Students are unable to add a header or footer in the iPad app (either I have to provide them with a template--which defeats the purpose of them learning how to format a paper themselves--or they have to find a laptop to create the document on first). So much for assessing them on how to create an MLA-formatted document!

The Pages app is much better for typing papers, but it is glitchy and does not work well with Google Docs and Classroom on the iPads.

So Which Is Better: Laptops or Tablets?
Having laptops also had its fair share of frustrations. Those problems have not gone away with the introduction of iPads. For example, these continue to be a challenge:

• Students play games instead of staying on task.

• Students communicate answers from tests via screenshots, messaging, or logging into a friend's account and taking the test/quiz for him/her.

• Students are easily distracted with social media and constant notifications.

• The internet is never fast enough.

• Printing from the device is not always reliable.

• Students are impatient with the devices and easily frustrated when they do not work properly.

We have only had the iPads since August and we had our laptops for almost seven years, so it's hard for me to recommend one over the other at this point. I see a lot of potential with the iPads and have really been impressed with some of the apps our district has purchased. 


Favorite Apps, Coming Soon
I plan to post a series of articles featuring some of these apps and what they can do. (Surprise: one is even about GAFE and Google Classroom.) Check back for my posts, which will be tagged with this image:
iPad Apps - Favorites



Is It Worth It?
Is technology even worth it? The Wall Street Journal reported on this topic recently, citing a study that disproves using technology increases scores in math and reading.

That said, we still need to prepare our students for an ever-changing world in technology, so, YES, I think it's worth it. But it's important to use technology in moderation; going 100% paperless isn't realistic.

There are times when students need to write with paper and pencil.

There are times students should read from a book.

There are times when your students need face-to-face interaction with one another.

And there are times when your device will fail for one or more students in your class and you better have a paper back-up ready!

Using Bell Ringers and Exit Slips for Quick Assessments

Bell Ringers & Exit Slips for Quick Assessments (www.traceeorman.com)

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Implementing the Common Core State Standards does not have to be a difficult chore for teachers. There are many ways you can quickly assess student learning and measure their levels of understanding.

While teachers will see a push for more writing, the samples need not be lengthy essays. Quick writes—a paragraph summary or a few sentences that show evidence from a tex—count as a writing activity. This is where bell ringers and exit slips can come in handy. The smaller size is less intimidating for students, yet they still practice essential skills.

I've included some examples of how I use quick writes in the form of bell ringers (given at the beginning of class) and exit slips (due at the end of class) to gauge student learning. These are from my two Common Core Bell Ringers  & Exit Slips bundles: Volume 1 and Volume 2.

Implement the Common Core with Bell Ringers and Exit Slips
You should NEVER sacrifice creative thought; it should still be encouraged alongside other skills.

Both bundles have received rave reviews by teachers and students alike. One unique feature I include: the Common Core Standard on every single slip, so you (and your students) know exactly which skills you are practicing or assessing.

Using bell ringers and exit slips in class for quick writes.

Use prompts that practice the Core standards, yet still encourage creative thought. Your students will be more engaged and will put more thought and effort into the activity. The activity above practices the third reading standard, which asks students to analyze the characters actions over time. By asking students to eliminate a character, they must think both critically and creatively to understand how that character impacted the plot and other characters.

Using bell ringers and exit slips in class for quick writes.
Above, students are asked to relate a famous quote with the text. By forcing them to make those connections, they have to synthesize the information they've read.

Using bell ringers and exit slips in class for quick writes.

Another quick assessment is my "What's Hot? What's Not?" activity. Students must select parts from the text that display both positive and negative aspects or connotations. 

If you find yourself stressing about implementing the Core standards, DON'T! I have over 200 different activities to practice every single reading standard for both literature and nonfiction that can be implemented immediately. (See Volume 1 and Volume 2.) 

I've been using the activities in my classroom for several years with great success. Feel free to comment or ask a question below. Thanks for stopping by!

Common Core Argument Writing

What's the difference between a persuasive essay and an argument essay? Click for more...

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Implementing the Common Core State Standards doesn't have to be difficult, though many teachers may be intimidated by the language used. For instance, we used to categorize our writing prompts by "persuasive," "expository,"  and "narrative." The Common Core State Standards changes the wording to: "opinion," "informative/explanatory," and "narrative" for grades K-5 and "argument," "informative/explanatory," and "narrative" for grades 6-12. But that doesn't mean that the writing process or the types of prompts need to be changed.

Persuasive vs. Argument Writing

So what's the difference between persuasive writing and writing an argumentative paper? Both rely on the opinion of the writer. An argument, however, uses facts and data to support the opinion expressed. Students need to research to find evidence rather than rely on opinion alone to support their opinion (or "claim").

Research can be a daunting task, especially for middle school students. I created a student-friendly argument guide you can share with your classes.

In ninth grade, students are required to address the opposition's opinion, which is called the "counterclaim." My students struggled with this at first, but after explaining it and showing them examples, they grasped it and had no problem writing their essays.

I created two more detailed products to help you teach argument writing and practice the skills with your students.

Argumentative Writing for Grades 6-12 {blog post}


My Argument Writing for Grades 6-12 pack includes the student guide, teacher's guidelines, handouts, and grading rubrics (all aligned with the Common Core State Standards for Argumentative Writing). It has over 60 pages of visually-stimulating and student-friendly graphics to explain each part of the essay process, including citations.

For high school teachers, I have an even more detailed guide that includes alignment with the PARCC guidelines for quarterly assessments.

High School Common Core and PARCC Writing for Argumentatives {blog post}

You can purchase these resources, plus many more in my teacherspayteachers store. And the best part? You can get them on sale (30% off) Thursday and Friday! Use the promo code TPT3 at checkout!

SALE! TeachersPayTeachers site-wide sale Feb. 27-28.


Thanks for stopping by my blog!





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