TLC 3 I-Pads and Technology

My target …  to use Google Classroom as a method of setting homework  to use technology more in my lessons.

Starting on my target …  I set a piece of homework on Google classroom for my Year 7, Dyscalculia group.  I photographed the work then uploaded the work on Google Classroom and gave them the class code (specific to each group).  The students had to log in through Real Smart first before logging into Google Classroom.

Positives…  Downloading images was easy and quick.  It can be used on ipads or on PCs.  Links to websites or to resources can easily be passed on to students to access work or revision material.

Problems…  Some pupils initially had difficulty logging on as many of them could not remember their Real Smart log in details.  There was a problem with WiFi which was intermittent throughout the first ‘setting up’ lesson which with this particular group made a straight forward lesson pretty complicated.  However pupils are able to log on using their ipads or a PC (6 in P3) so I knew they could do their work at home or in the library if there was a problem with their ipads.  Notifications go through students’ Rossett Learning address rather than their school address.

Most pupils did their work on paper, Photographed it on their ipads then Uploaded these on to GooglClassroom. Others used apps like ShowMe to edit the work I had set before Uploading back on to GoogleClassroom. Some, after struggling with the app at home, simply handed it in on paper!

How has this helped your professional development?  I did not find Google Classroom an easy app to use.  Pupils had difficulties with logging on.  Pupils had difficulty accessing and then resubmitting their work because they could not edit the work directly on Google Classroom.  This meant that some students used alternative apps to complete their work and then resubmitted it on their ipad.  Other simply did it on paper and brought it in to class.  It was difficult to mark and give feedback as annotated comments unless I again downloaded their work and again used another app, defeating the purpose of work flow efficiency.

 Pupils gave a unanimous 'thumbs down‘ after I surveyed the class. Student feedback

 ‘… it doesn’t tell you that you have a message from the teacher …Also I have a lot of passwords to remember.’. Student feedback

 ‘… Rossett uses to (sic) many apps for homework and school-work.’ Student feedback

 ‘… it sometimes logs you out and we have loads of passwords to remember. I like Showbie … because its easier and the teachers can do a voice over recording….’’ Student feedback

 ‘… I prefer to use Edmodo because I use it quite a lot in History and so I am used to uploading things… I also like Manga High because there is a lot of fun acitvities to do….’’ Student feedback

How will you now progress your use of iPads and technology?  Despite my short lived attempt at using Google Classroom I have returned to Showbie! I found there was too much time wasted ironing out the glitches when Showbie was already familiar to them and was more flexible.

Other areas of technology use…  I have begun to use a new Web based portal called Manga High which we have temporary access to on a trial basis.  This has been a great homework resource and provides an enormous amount of data on pupils.  Eg. Average for the class, against average for the school or even the UK.  E.g How often and for how long each pupil worked on a question.  E.g. Best and worst topics for each pupil.  This kind of data can be extremely useful in pinpointing exactly where pupils are experiencing problems.  If necessary I can export any of this data as an excel document.  I can also bury down and get reports on individual students.

Average score and average number of attempts for my class. Average score and average number of attempts for the UK. I need to do more work on Pythagoras, but my class also need to be more resilient!