Following my attendance at the AT Education Conference I came away with some fresh ideas of how to incorporate technology into school life.  This included a range of new Apps that I have been experimenting with, some of which I introduced to members of staff at a recent Learning Group meeting.   These include:

 

Thinglink

 



Thinglink is described as a 'leading platform' for creating images and videos for education.  It enables you, or your students, to be creative!  You simply choose an image as a background (like the badminton court above) and add links to any and every site imaginable within this image.  You can then embed Thinglink and share the image with students.

 

All of the icons on the image above are 'hot spots', which you simply touch, linking to a host of multimedia opportunities such as video, audio recording or a relevant website. 

 

I have embedded an interactive Thinglink graphic into itslearning (see below) so that my GCSE PE students have access from home - enabling them to recap on a topic, in this case Diet within Sport.

Thinglink & itslearning

 

 

 

 

Feedback from the Learning Group was created using another very simple App - PADLET (image below). This is a virtual wall that allows pupils to express their thought on a class topic easily.  It works like an online sheet of paper where students can put any content, such as images, videos, documents, anywhere on the page, together with the rest of the class, from any device.

 

Padlet

 

 



I am looking forward to attending the AT Education Technology Conference on 6/5/15 - organised in collaboration with Apple Regional Training Centres - aimed at using IPADs in schools. The workshops I have the option of attending include:

• IPAD and Accessibility
• Deployment and Mobile Device Management
• Exploring IPAD in Primary and Secondary
• Google Classroom Apps
• Animation and Digital Storytelling
• LEGO Mindstorms

 

The aim of this event is to show the exciting ways in which technology is making a difference in classrooms today. I will have the opportunity to hear some inspirational speakers and be involved in hands-on workshops, covering everything to do with IPAD in education.

 

On the back of this course and the other training that has been taking place as part of my role as Digital Innovator I have a great opportunity to begin showcasing my work so far with the Learning Group later on in the term. The plan here is to also use this meeting as the launch of the Digital Innovators' blog hub.

 

SwipeStats

 

 

SwipeStats is an innovative new app providing pupils with the opportunity to capture live tracking data about actions and events in a range of sports - football, tennis, badminton & rugby.  I am currently trialling this app to actively engage those not participating in a practical PE lesson.  The non-participating pupil can observe a match and capture actions including: number of passes complete, success rate of tackles, percentage possession and custom actions.

 

There are multiple modes in the app that allow for simple and more complex data tracking.  It even enables Media & English students to access the 'Journalist Mode', which provides the ability to take photos, record video and make annotations to create a match report - I hope to feedback on the success of this app later in the term. 



Popplet App

 

 

Popplet is a tool for the IPAD introduced to me by a fellow Digital Innovator.  It is a really simple and effective app to use within any subject.  Students can use Popplet both in the classroom and at home.  I am encouraging my GCSE group to use it as a mind-map, enabling them to think and learn visually.  Pupils can record facts and images and creatively link the relationship between a variety of crucial topic areas.  It is also a good way to brainstorm or jot down notes.

 

Basic Mind Map used to remember a particular topic

 

 

 

Pupil Voice

Now that I have used the Socrative App on several occasions during GCSE PE theory lessons I recently engaged in some Pupil Voice to ascertain their views.  I simply asked WWW and EBI.

 

WWW: 

• Socrative makes having a test more interesting
• It immediately gives you feedback - and the correct answer, if you get it wrong 
• It is an effective way to find out what you know and what you need to work more on within a specific topic area
• Really useful for revision

EBI:

• We had more tests!
• If there was a wider range of tests

Other comments regarding the use of IPADs in the classroom setting included the effective way that BBC Bitesize, for instance, can be accessed during the lesson; and many pupils commented how they like, but want to use more, the recording APPs so that they can analyse their practical performance in order to know and understand what they need to do so that they can improve further. One comment also stated that they would like to use the 'Green Screen' (Touchcast) App more. 

 

The positive feedback received so far is reassuring.  Indeed, all members of the PE Department have created tests on Socrative, which can then be shared and repeatedly reused.  Building a bank of topic tests will have a positive impact on learning, providing both the student and teacher with immediate feedback on an individual's and whole group's progress.  

 

 

 

Year 8 Practical Fitness Lessons

 

The IPAD continues to be an effective teaching aid in everyday lessons.  For instance, during this half-term I have used it in every lesson I have had with Year 8.  They are currently focussing on Health-Related-Fitness.  An injured member of the group simply used the IPAD to time circuits and record the 12-minute Cooper Run, meaning that he had a responsibility and important part to play in the lesson.  I have quickly been able to download National Standard Test Results so that students can gauge their progress and achievement not just against their peers, but across their age range.  This feedback is immediate and something the pupils respond positively to.

 

National Standard Test Results - displayed for pupils 

 

 

With the Multi-Stage Fitness (Bleep Test) App I have been able to link a compact, portable speaker that boosts the sound of the IPAD so that pupils can clearly hear the 'beeps' whilst participating in this fitness test.

 

 

 

 

 

 

Lightning to VGA Adapter

 

 

I have also purchased a 'Lightning to VGA Adapter' to use with my IPAD.  This supports mirroring of what is displayed on my IPAD screen - including Apps, presentations, websites and slideshows - to any VGA-equipped projector.  All I have to do is attach the Lightning to VGA Adapter to the Lightning connector on my device and then to a classroom projector.

 

 



 

I have recently downloaded the SIMs Teacher App and am awaiting for a code from SIMs before I can use it.  Hopefully this will be up and running soon so that I can feedback it's benefits in practical subjects.

 

 



 

PowerPoint

 

 

In my role as ACO the PowerPoint App has enabled me to start delivering 'smoother' assemblies.  I am able to download my PowerPoint for the assembly onto my IPAD and display this via my laptop through Reflector.  This enables me to stand at the front of the assembly and face the audience as I speak, rather than continuously turning and checking what slide I am on.  I use my IPAD as an 'aide memoir' and am able to scroll through the slides whilst facing the year group.  This also avoids the need to use a remote control slide clicker.  If you hold your finger down on a particular point on the IPAD screen it also creates an infra-red dot (hovering just underneath Mr Rackham on the picture below). I will also be using this in classroom based lessons to improve the delivery of information when addressing a group.

 

     



Socrative

I have been experimenting and utilising the Socrative APP within GCSE PE lessons.  It is proving to be a really useful addition to the teaching & learning experience.  The students relish the opportunity to test their knowledge & understanding of a particular area within the range of topics.  Students also appreciate the immediate feedback they receive and become competitive when their results are displayed on the whiteboard.  As soon as the test has finished I welcome the fact I am able to download the individual responses and overall class results on a spread-sheet.  This provides me with valuable information about what information the students thoroughly understand and what needs to be revisited and reinforced. 

 

I have also used Socrative within a lesson observation, setting a test as a starter activity to gain an understanding of prior knowledge.  The class then retake the test at the end of the lesson topic which (hopefully) demonstrates the progress made.

 

I am learning that there are many options that you can use as a teacher to improve any test you design.  I like the fact I can randomise the questions so that pupils cannot simply copy or ask their classmates the answer to a particular question, as question 1 for student X will be different to question 1 for student Y.  I have also been able to change my Room name to Rackham instead of the random letters & numbers I was originally allocated.  This also makes it easier for the pupils to remember, especially when accessing the test at home.  The use of Socrative has been cascaded throughout the PE department where it is currently been used in KS4 & 5 theory lessons. We are all designing and sharing tests so that we create a bank of quizzes.  Importing pictures to enhance the questions also adds a visual aid for learners.  The next step is to produce a quiz for KS3 students to use within the range of practical activities.

 

 

Video Analysis

 

 

I have been experimenting with a particular Video Analysis App in recent PE sessions called Ubersense.     

Students have been recording themselves performing specific tasks associated with the sport they have been following.  In GCSE PE, for instance, students have been developing the range of shots available when playing badminton.  Below, the group were set a task to research and develop their Backhand Serve.  Ubersense enabled them to record their technique in HD and analyse their performance using slow motion and drawings.  Slow-motion video analysis is a very powerful tool as it allows the students to break down the Backhand Serve and use the drawing tools to highlight specific teaching points.  They are then able to compare their technique by placing their video side-by-side to the 'Perfect Model' so that they can see WWW & EBI.  Watching drills from professional coaches and players also supports improvement and progress.  Ubersense provides immediate visual feedback to enhance learning and is also ideal for self & peer assessment.

There are similar Apps that I am currently researching, such as CMV (Coach My Video).  As with all free Apps, you can purchase 'add-ons' to enhance the basic tools provided.

 

Getting Started

 

I have used a solitary IPAD many times as a video analysis tool in PE, to varying degrees of success.  When only using one IPAD it can be a distraction from the intended outcome as not all pupils benefit from its presence - but you, as the teacher, do have total control.  Therefore, I was initially a little anxious of the thought of handing over responsibility to the whole class with my new set of 8.  

 

I have been 'experimenting' with the new IPADs during PE lessons over the last week. The Year 7's simply astonished me with how effectively they used them for the first time.  Groups of three all had an IPAD each for recording one another practise and improve their backhand serve in badminton.  one pupil performed the task, the other supported the performer, whilst the third recorded the technique.  All three rotated roles and then analysed one another's performance so that they could identify areas of weaknesses before improving their individual technique with their next attempt. 

 

Having a set of IPADs allows the students to take ownership of their own recording immediately.  It was reassuring to see how motivated, mature and engaged all the pupils were during the lesson.  Without prompting, weaker students were supported by others within their group.

 

As the first task was to model the desired skill (backhand serve) I perfomed this live.  However, it is my intention to record the 'perfect model' on the IPAD prior to the lesson, so that the same skill can be reviewed as necessary.  I also listed a set of key questions on the whiteboard in the sports hall for pupils.  Again, it is my aim to have these on the IPAD so that they can refer to them electronically.  The feedback from pupils was all positive.  They really appreciated seeing themselves in action and easily identifying strengths and weaknesses from the visual feedback. Whilst verbal feedback is useful, taking advantage of technology to enhance the work of a mirror is very powerful.

 

From my research so far, there are many stages of video analysis for me to consider: teacher modelling; student recording & self-assessment; peer assessment; self-assessment with before and after comparisons to demonstrate progress; and finally expert assessment.  It would seem that these stages of analysis should not be used during a single unit of study, but over several units or even KS3 & KS4. Having a set of IPADs gives greater freedom to use technology for the benefit of everyone in the class.