Tag Archives: 1:1

Developing your skills in using an iPad in the classroom with Apple Teacher⤴

from @ ICT for Teaching & Learning in Falkirk Primary Schools

If you are using iPads in a classroom setting then you may find the free online Apple Teacher professional learning programme provides you with support for making more effective use of more features of iPads for learning and teaching.

Just go to https://www.apple.com/uk/education/apple-teacher/ and sign up for the Apple Teacher programme – you can use any existing Apple ID you may have already, or you can create an Apple ID from the site to get onto the Apple Teacher programme.

Once you are signed in you then have access to all of the interactive Apple Teacher Starter Guides which aim to guide you through various features of using an iPad in an educational setting. So whether you are looking for support in using iMovie, GarageBand, Keynote, Pages and Numbers, or simply basic features of iPad settings, further productivity settings, tools and features or ways to develop creativity with an iPad, all of which which you may find helpful in the classroom, these materials support you to become more confident and productive to use an iPad to support learning and teaching.

Each module within the Apple Teacher programme includes an associated interactive assessment quiz – as you pass each quiz you earn a badge to chart your progress. When you have completed all 8 assessment quizzes your achievement is recognised with you being awarded the designation of Apple Teacher, conferring on you the right to use the official Apple Teacher logo that you can share with the world!

If you use Twitter, or other social media platforms, you can follow the hashtag #AppleTeacher to share in the uses of iPads by colleagues worldwide.

 

Are we really there? Virtual Reality in the classroom⤴

from @ ICT for Teaching & Learning in Falkirk Primary Schools

So what is Virtual Reality or VR?

img_9516Virtual Reality, or VR, provides a means to have an experience of a location or object (whether real or imaginary) through a mobile device, often viewed through a headset, in such a way that when the viewer moves around they see the virtual view moving with them. So the images are usually 360 degree images and can be in 3D so that when viewed on a mobile device within a headset with twin lenses it appears to the viewer as being  as close to being there as possible. When you move forward, tilt your head, look up – it’s as if you are doing the same in the virtual reality experience.

What are the options for the classroom?

The least expensive option for using Virtual Reality in a classroom would be Google Expeditions using Google Cardboard viewers (while they can be viewed without a twin-lens 3D viewer the viewer will lose the feeling of 3D) which are held by the hand up to the eyes. More expensive options are available with a variety of VR viewer headsets (such as Microsoft HoloLens, Gear VR or Oculus Rift headsets) and accompanying sensors (often handheld) so that the experience can involve touching or interacting with objects within a VR experience – as you approach or touch something in virtual reality it will react in a way as it in real life.

Google Expeditions with Google Cardboard Viewers

img_9526Google Expeditions are virtual reality experiences designed with a classroom guided exploration in mind. The teacher downloads the choice of virtual reality location using the Google Expeditions app and starts the expedition. Then when the pupil on the same wi-fi connection starts the app on their device they will see the teacher-directed expedition awaiting them.

In Google Expeditions the teacher application provides suggestions for questions or directions to guide learners as they explore the virtual environment. The teacher can see on their mobile device app where the learners are exploring on their screens, and can make suggestions as the learners explore.

The video below is a promotional video for Google Expeditions in the classroom giving a brief overview of what it looks like in a classroom setting where a teacher with a tablet device guides pupils each holding a Google Cardboard headset viewer.

How do I get started using Google Expeditions?

The video below is a guided tutorial to using Google Expeditions

How do I use Google Expeditions with iPads or Android tablets?

The video below shows how Google Expeditions can be viewed on iPads rather than smartphones. Many school may already have iPads or Android tablets, and the Google Expeditions apps will work on these too. However the Google Cardboard viewer is designed with the size of a smartphone in mind. If you wish to use the app on an iPad or Android tablet then when running the setup at the point where you see the two images side by side there is a small icon at the top right which lets you change the twin view to single view. Having done that the view will no longer be 3D and will no longer be held up to the eyes of the viewer but simply handheld.

How to use Google Expeditions on iPads or tablet devices in the classroom

Where can I find Virtual Reality Experiences for my classroom?

Google Expeditions provides a superb source of Virtual Reality experiences ready to be downloaded for use on devices in the classroom.

discoveryvrDiscovery VR provides a wide range of downloadable virtual reality experiences in an educational context. Each is available for specific devices and come with notes for use by the educator with their class to guide their learners in the exploration of the experience.

 

Ideas for using Virtual Reality in the classroom

edtech4beginnersvr10ideas10 Simple Ways to Use Google Cardboard in the Classroom – a post by Neil Jarrett on the EdTech4 Beginners blog describing different ways in which the virtual reality app Google Cardboard can be used in the classroom.

whiteboardblogideasforvr

Ideas for using Google Cardboard Virtual Reality in the classroom – a blogpost on the Whiteboard Blog by Danny Nicholson

What Virtual Reality experiences have you used with your class?

Please share how you have used virtual reality experiences with your class by adding a comment below

 

OneNote to Rule them All⤴

from @ ICT for Teaching & Learning in Falkirk Primary Schools

OneNote is a free tool which works online through a web browser, or through apps for mobile devices, or as a desktop software (it’s also part of Microsoft Office 2013).

And it’s available to users of Microsoft Office 365 (so all Scottish school pupils and staff with Glow access have this as part of the features available automatically to them via their Glow login).

But what is OneNote?

It’s like a ring-binder where you can choose to have multiple sections (like card-dividers in a real ring-binder), and within each section you can have multiple pages​. And it all synchronises on multiple devices should you wish it to do so.

How might OneNote be used in a classroom context?

So you may be a teacher who may have sections in a OneNote file for each subject, and within each subject pages for each pupil. Each page can contain text, photographs, comments, web links, audio or video so may be an evidence gathering tool for a teacher. A picture to show evidence of a piece of practical work can be instantly inserted via mobile device straight to a pupil’s page for a particular subject in the OneNote file.

Pupils could create a OneNote of their own and use it as a learning log, an eportfolio, a place to jot down their notes, links to resources, documents, websites, etc. And a OneNote stored online can be shared with another user – so a pupil may create a piece of work in a OneNote file for a particular topic, subject or teacher and share access to that so it could be shared only with that one pupil and their teacher.

The creator of the OneNote file can choose to make it so that the teacher can add comments to the document for feedback to the pupil, directly on the document. And in some versions they can also add an audio file of feedback straight into the page.

Here’s a video tutorial showing how OneNote might be used as a pupil topic research tool

http://www.youtube.com/watch?v=i0hfsJaHTOM

Here’s a video showing OneNote being used as a learning journal shared by the pupil with their teacher http://www.youtube.com/watch?&v=pAubfxGwRJQ

Here’s a video by educator Lisa Cuthbert-Novak showing how her learners use OneNote to chronicle their learning journey in writing, particularly noting the reflections the pupils added to what they were learning as they added examples of their work, their thoughts on the process and links to resources they found:

http://vimeo.com/113114835

Choose Your Own Adventure stories - this links to a blog post by Pip Cleaves describing how using the facility to add links to different pages in a OneNote file pupils can create stories with alternative texts for different junctures in a story for their readers.

Here’s a video by Tamara Sullivan explaining how learners in Sydney and Brisbane, who did not meet face to face, collaborated on a photo essay project using OneNote as the vehicle by which they could share ideas, tasks, photo-essays and comments by learners on the work of others.

https://www.youtube.com/watch?v=D4kSzezVzq0&WT

 

So how do you get started using OneNote?

Here’s a link to a basic guide to OneNote Online: ​http://goo.gl/tbVYsL ​

These two links below also give an overview of the features of the different versions of OneNote, whether the online version, the full desktop software version, or the apps specific to different devices:

http://goo.gl/qLY6go

http://goo.gl/PGrwkA

OneNote Toolkit for Teachers – a site which provides guides, examples and hints and tips for teachers looking to use OneNote in a classroom context.  This comes from the Microsoft Educator Network

​OneNote Class Notebook Creator

If schools are signed up to Office 365 then they also have the additional option to use OneNote’s education-specific class tool OneNote Class Notebook Creator where a OneNote class file can be set up so that individual sections or pages can have different access rights or permissions. So a teacher may have a pupil’s page in a class OneNote file shared with only that pupil and the teacher, meaning that nobody else can see that pupil’s work except the teacher and the specific pupil. Or a group of named pupils could have access to specific pages for collaborative working. This is designed to make management easier for the teacher and give more options for different purposes.

Note that in Office 365 the OneNote Class Notebook Creator needs to first be enabled by whoever administers the school’s establishment site – once it’s installed teachers can then set up their own class Notebooks.

Here’s a video showing how to get started setting up and using OneNote Class Creator so that a teacher can set up a personal workspace for every learner, a content library for resources, and a collaboration space for lessons and activities https://www.youtube.com/watch?v=sVF90nP9qGQ

Here’s a video showing how a teacher can set up a OneNote Class Notebook from their OneDrive in Office 365:

Here's a related interactive online guide to setting up and using OneNote Class notebook creator - listen to the information, move on pages at your own speed.

OneNote and Assessment – this is a blogpost by Chantelle Davies describing how they see the use of OneNote for assessment with a focus on the audio and video features providing the facility for teachers to create a workspace for every pupil, to offer a content library for adding material, and a collaboration space, with which pupils can work in their space and teachers can give feedback in the same place. The work and feedback can be accessed anywhere any time.

OneNote for Teachers – a comprehensive site which details how OneNote can be got for any device, how it can be set up for use, examples of ways in which it can be used, help guides and much more – all within a classroom context.

Microsoft Office has also produced a visual walk-through guide “Getting Started with the OneNote Class Notebook Creator: A Walkthrough for Teachers”

OneNote to Rule them All⤴

from @ ICT for Teaching & Learning in Falkirk Primary Schools

OneNote is a free tool which works online through a web browser, or through apps for mobile devices, or as a desktop software (it’s also part of Microsoft Office 2013). 

And it’s available to users of Microsoft Office 365 (so all Scottish school pupils and staff with Glow access have this as part of the features available automatically to them via their Glow login).

But what is OneNote?

It’s like a ring-binder where you can choose to have multiple sections (like card-dividers in a real ring-binder), and within each section you can have multiple pages​. And it all synchronises on multiple devices should you wish it to do so.

How might OneNote be used in a classroom context?

So you may be a teacher who may have sections in a OneNote file for each subject, and within each subject pages for each pupil. Each page can contain text, photographs, comments, web links, audio or video so may be an evidence gathering tool for a teacher. A picture to show evidence of a piece of practical work can be instantly inserted via mobile device straight to a pupil’s page for a particular subject in the OneNote file.

Pupils could create a OneNote of their own and use it as a learning log, an eportfolio, a place to jot down their notes, links to resources, documents, websites, etc. And a OneNote stored online can be shared with another user – so a pupil may create a piece of work in a OneNote file for a particular topic, subject or teacher and share access to that so it could be shared only with that one pupil and their teacher.

The creator of the OneNote file can choose to make it so that the teacher can add comments to the document for feedback to the pupil, directly on the document. And in some versions they can also add an audio file of feedback straight into the page.

Here’s a video tutorial showing how OneNote might be used as a pupil topic research tool

http://www.youtube.com/watch?v=i0hfsJaHTOM

Here’s a video showing OneNote being used as a learning journal shared by the pupil with their teacher http://www.youtube.com/watch?&v=pAubfxGwRJQ

Here’s a video by educator Lisa Cuthbert-Novak showing how her learners use OneNote to chronicle their learning journey in writing, particularly noting the reflections the pupils added to what they were learning as they added examples of their work, their thoughts on the process and links to resources they found:

http://vimeo.com/113114835

Choose Your Own Adventure stories - this links to a blog post by Pip Cleaves describing how using the facility to add links to different pages in a OneNote file pupils can create stories with alternative texts for different junctures in a story for their readers.

So how do you get started using OneNote?

Here’s a link to a basic guide to One Note Online: ​http://goo.gl/tbVYsL ​

These two links below also give an overview of the features of the different versions of OneNote, whether the online version, the full desktop software version, or the apps specific to different devices:

http://goo.gl/qLY6go

http://goo.gl/PGrwkA

OneNote Toolkit for Teachers - a site which provides guides, examples and hints and tips for teachers looking to use OneNote in a classroom context.  This comes from the Microsoft Educator Network

​OneNote Class Notebook Creator

If schools are signed up to Office 365 then they also have the additional option to use OneNote’s education-specific class tool OneNote Class Notebook Creator where a OneNote class file can be set up so that individual sections or pages can have different access rights or permissions. So a teacher may have a pupil’s page in a class OneNote file shared with only that pupil and the teacher, meaning that nobody else can see that pupil’s work except the teacher and the specific pupil. Or a group of named pupils could have access to specific pages for collaborative working. This is designed to make management easier for the teacher and give more options for different purposes.

Note that in Office 365 the OneNote Class Notebook Creator needs to first be enabled by whoever administer’s the school’s establishment site – once it’s installed teachers can then set up their own class Notebooks.

Here’s a video showing how to get started setting up and using OneNote Class Creator so that a teacher can set up a personal workspace for every learner, a content library for resources, and a collaboration space for lessons and activities https://www.youtube.com/watch?v=sVF90nP9qGQ 

Here's a related interactive online guide to setting up and using OneNote Class notebook creator - listen to the information, move on pages at your own speed.

OneNote and Assessment – this is a blogpost by Chantelle Davies describing how they see the use of OneNote for assessment with a focus on the audio and video features providing the facility for teachers to create a workspace for every pupil, to offer a content library for adding material, and a collaboration space, with which pupils can work in their space and teachers can give feedback in the same place. The work and feedback can be accessed anywhere any time.

OneNote for Teachers - a comprehensive site which details how OneNote can be got for any device, how it can be set up for use, examples of ways in which it can be used, help guides and much more – all within a classroom context.

Microsoft Office has also produced a visual walk-through guide “Getting Started with the OneNote Class Notebook Creator: A Walkthrough for Teachers”

Gaining Ground with Geocaching⤴

from @ ICT for Teaching & Learning in Falkirk Primary Schools

Geocaching is a way to use mobile devices to engage learners with a geographical area – creating or finding hidden “caches” which can be found by solving clues to locate them.

OpenCaching is a free source of geocaches which can be downloaded to a mobile device (there are free apps for mobile devices). This site explains exactly what geocaching is all about, how it works, how learners can create geocaches or search for existing geocaches shared by others. The site details the etiquette of setting geocache challenges as well as providing guidelines for users who find geocaches, and links to the free downloadable apps for mobile devices.

Geocaching.com is a US site which provides a host of background information about geocaching, how to get started and how to create or find geocaches. There is a Geocaching 101 which provides answers to a series of frequently asked questions.

Ollie Bray has written about the use of geocaching by primary schools. This post sets out how geocaching can support various aspects of the curriculum, and also provides links to further resources for using geocaching in an educational setting.

Jen Deyenberg, in her Trails Optional blog, has written extensively about the use of geocaching in the primary classroom in particular. There are several blogposts in the geocaching category on this blog each either giving examples of how geocaching has been used to support specific curricular areas, or how to go about setting up geocaches. The helpful gudies as well as illustrations of what actually happened in the classroom makes these useful for primary teachers looking for inspiration.

Movenote – share your voice, video, presentation and annotations⤴

from @ ICT for Teaching & Learning in Falkirk Primary Schools

Movenote is a neat free tool for combining on one screen a video (which can be of the the presenter, or video of anything else being viewed from a webcam or mobile device) along with a presentation (which can be a document or images or other files), and any annotations added as the presentation is being created.

Movenote has been designed to work well with mobile devices (so device-specific apps are available) as well as on a computer. And versatility in linking with a variety of cloud-based storage and email solutions also makes this particularly useful for use with mobile devices.

So in a classroom a teacher may have a Powerpoint presentation or document or series of images, which they can upload to Movenote, then switch on the webcam on the computer (or enable the mobile device camera) and record themselves explaining what is being viewed in the presentation. The teacher can annotate onto the presentation, upload further items (such as images), pause and resume recording. When completed they resulting presentation (with accompanying video right there beside the presentation) can be shared in a variety of ways.

Note that you don’t have to have yourself appear on the video camera but can instead have the video camera looking at something else while recording your voice. Having the video feature beside the presentation can be useful to provide pupils with the familiar voice of their teacher, and convey expression more easily. Also the video may prove useful where signing would be helpful for learners.

Click on the video below to see a short introduction to the features of Movenote:

Click on the video below to see a demonstration by Lisa Lund of getting started using Movenote

Movenote has a YouTube channel with a host of videos showing how to use Movenote in different ways and for different purposes – and with specific videos showing how to use the variety of features. It’s simple to use – yet has a multitude of uses to which it can be put in the classroom and elsewhere, and many ways to make it easy to use with a wide variety of email and cloud-storage tools.

Padlet for Feedback and Much More in the Classroom⤴

from @ ICT for Teaching & Learning in Falkirk Primary Schools

What is Padlet?

Padlet (formerly called Wallwisher) is a versatile free online tool which can be used by teachers in a classroom setting to gather feedback from pupils as part of formative assessment. It also serves as a visually attractive tool for individuals or groups of pupils gathering ideas, and presenting them in a way which can be edited, kept private to a user, or shared with specific individuals, or made public.

Getting started

To start using Padlet just go to the website http://padlet.com and click on “Build a Wall” to get started right away. Then you simply click anywhere on the screen and start typing – it’s that simple! You can add links to online resources (websites, blogs, videos and more), add images (from elsewhere onlien or from your PC or mobile device), even documents (and an appropriate viewer is automatically included when you upload files).

How a teacher can make it classroom-friendly

You can choose to make the Padlet wall you create entirely private for you and anyone else you choose to add by email. Or you can choose to require users to enter a password, you can choose to make it public yet accessible to all with whom you share the direct link (and a short URL and even QR code is provided automatically you create a Padlet), or of course you can make the Padlet wall completely public for all to be able to find. You can even choose to add moderation to any posts so that posts will not appear for others until you approve them. The choice is yours.

Users do not need to sign up in order to use Padlet, though for a teacher using it in a class setting it would be recommended that the teacher does create an account as that then makes possible the later editing of the wall, moderation of posts, and collating of all walls created in one management screen. You can also choose to set a notification to receive an email when anyone adds to your wall.

Device-neutral tool

Padlet works on any internet-enabled device, whether PC or mobile device which means it can work where schools are making use of a mixture of devices (and no software or apps are required to be downloaded or installed). The resulting walls created in Padlet can be exported in several ways including pdf, spreadsheet or embedded elswehere online.

Examples of use in the classroom

Here is a video by Ryan Brown showing some examples of how he used Padlet in the classroom, and then shows the first few steps in getting started in using Padlet as a teacher.

Sherry Hutchins has created a 5-minute video showing how a teacher can set up and use Padlet for the first time:

If you are looking to see how others have used Padlet simply click on “Gallery” at the foot of the home page. The gallery provides links to examples of the use of Padlet in several categories so you can easily see how to start using the tool in a wide variety of contexts.

Mark Gleeson has described in detail how he uses Padlet in the primary classroom and provides examples of his Padlet walls on his blogpost.

Padleting Together is a post by Suzy Brooks detailing how she uses Padlet with her class of primary pupils. This post also includes a visual table of ideas in poster form.

Interesting Ways to Use Padlet in the Classroom is a collection of many ideas shared by teachers collated by Tom Barrett.

105 Ways to Use Padlet in the Classroom is a collection of ideas shared by Sean Banville, listed in categories with each example described. There is also a link to example Padlets and explanatory video.

Today’s Meet – for pupil feedback in the classroom⤴

from @ ICT for Teaching & Learning in Falkirk Primary Schools

Today’s Meet provides a free online space, private to those with whom you share the link, where feedback, discussion and ideas can be shared.

This is a tool which comes into its own when users, either individually or in small groups, have access to internet-connected devices (whether PCs or mobile devices). It works on any internet-enabled device so requires no software installations or apps downloads.

A teacher using the tool sets it up simply by going to the Today’s Meet website at http://todaysmeet.com/, enters a name for the room unique to that lesson, and specifies how long the room will remain open before being automatically deleted (anything from as little as only 2 hours to as much as a year). When clicking “create” the room then becomes available at a unique address on the Internet which appears on the screen for the teacher to share with their own class. The pupils then go to that address and enter a name and start typing their comments.

It is extremely easy to use, though obviously the fact that it does require no user signup means that a teacher would need to use discretion in using with classes – it could be misused by pupils, which would be a behaviour issue, and comments cannot be deleted, nor rooms deleted manually (they are deleted automatically at the time the teacher specified when setting up the Today’s meet room). Therefore it would be suggested that this would onky be used where clear expectations had been shared with pupils, and a teacher was satisfied pupils would use it responsibly. In addition it would be recommended that the minimum time for the room be chosen (the comments can be copied and pasted elsewhere in a document if required).

For formative assessment, this tool is particularly useful where the ongoing feedback from pupils during a lesson can help shape the lesson as it is ongoing. Learners don’t require any special account to set up – it is private to a unique address which is not discoverable by others, and is time-limited so is deleted after it has served its purpose in the classroom setting.

This tool keeps all messages together for the teacher, and pupils don’t require to learn how to use any complicated tools – they just type what they need to say.

Padlet as alternative classroom friendly tool

Because the tool Today’s Meet could be misused by pupils, teachers may wish to consider using an alternative tool such as Padlet which provides features which address the concerns of teachers in a classroom setting – including moderation of content, sending to individuals by specific emails, deletion of individual comments, management of screens (and with additional features which include faciltiy to include images, video and documents in posts on a wall).

Here’s how the iPad is making teachers more tech-savvy at one British school | TabTimes⤴

from @ Mimanifesto - Jaye's weblog

Here’s how the iPad is making teachers more tech-savvy at one British school | TabTimes.

A very interesting article.

I was given some interesting figures recently. Although these are restaurant napkin calculations, so don’t take them as absolutely accurate… Apparently, to equip all late stage primary and secondary pupils and their teachers in Scotland with iPads could cost in the order of £ £25 Million a year (including servicing and upgrades).  I suppose the question has to be asked about effective use of resources. Spending on current ICT projects including Glow vs state 1:1 provision.

Might this be a debate we should be having?


Filed under: GLOW, GlowPlus, ICT, politics, teaching and learning Tagged: 1:1, Apple, GLOW, GlowPlus, ICT, ICTEx, iPad, Tablet devices, Tablets, Technology

Jumping the Good Ship Android⤴

from

A brief summary of our 1:1 project so far. In August 2012 we rolled out 140 Toshiba AT-100 Android devices to our entire S1 cohort as part of a pilot 1:1 tablet program for Edinburgh Council. The project has been very successful and we have seen some fantastic ways in which learning has changed for this year group. For more detail on the initial stages of the project, see the blog posts summarising each of the 4 phases: Planning, Preparation, Implementation and Review. There have also been very positive media articles via STV online and Edinburgh Evening News. Hull University have been evaluating the project on behalf of the authority and their interim report has also been exceptionally positive.

Given this positive impact, we have now started the planning process for a second phase with a view to rolling out 1:1 mobile devices to a further year group. I have spent the past 3 months trying to decide what the best platform for this next roll out should be listening to the views of staff, students and various online discussions on Twitter. I have always said that it is important when planning any 1:1 project to identify the most suitable platform at the time of roll-out, and to be prepared to change path in subsequent phases if necessary. After all, so much can happen in the mobile technology market in the space of 12 months.

When we were planning the first phase of our 1:1 program, there were only three realistic options for us to consider: iPad, Android tablets or Netbooks. A year on, the Netbook has all but died away but we now have four potential platforms to choose from: iPad, Android tablets, Windows tablet PCs and Chromebooks. I personally don’t think either Windows or Chromebooks offer a solution yet. Windows mobile solution is still playing catch up and Chromebooks lack the richness of apps that are available for iOS/Android.

When we initially evaluated the mobile platforms early in 2012, the word was that Glow 2 was going to be built around Google Apps. It seemed to me at the time that Android / Google Apps integration would be a sensible way to go forward. Of course, as it turned out Google pulled the plug on their Glow bid at the 11th hour and we are now awaiting a solution based on MS365. It’s not a critical problem, but it was one of the advantages that Android had going for it at the time, and it’s not one it has now. However Android has become a serious contender to iOS in my opinion, and it’s certainly a viable mobile OS for the classroom. Google Play meets our needs and it’s easy enough to download and install apps. The question is, does Android and Android hardware give us the best solution?

As things stand right now, I think that the answer is no, and that after much consideration iPad / iOS is the platform which best meets the needs of our secondary learners. There are two fundamental reasons why I believe we need to change from Android tablets to iPads this year:

1.  Availability of rich learning content

All too regularly I come across a fantastic app only to discover that it’s available only for iOS and not Android. I don’t have an exact figure, but I would guess that maybe one third of the educational apps are designed for iOS only (some great examples are GarageBand, Explain Everything, Foldify, KeyNote, Puppet Pals, Brushes, Geoboard to name but a few). Of course that might change in the future as Android continues to catch up, but as things stand this is a problem.

2. Device (and company) robustness

As I highlighted in my previous 1:1 posts, Toshiba (note: Toshiba and not Android) have let us down. Badly. The project this year has been hampered by a return to base warranty issue which has meant that at times we were without 20% of all devices and the time to repair was on average a completely unacceptable 4-5 weeks. This was down to a manufacturing / build fault, but despite numerous requests for support Toshiba spent 6 months saying there was nothing they could do. Would Apple have sat back if one fifth of their devices rolled out to a school were faulty? I doubt it, and I doubt Apple would allow such build faults to get past their quality control processes. (I should point out that 7 months into the project Toshiba finally visited our school to review all devices, but in my opinion this was too little too late). Would other Android companies such as Asus or Samsung be any different to Toshiba? Possibly, but I don’t know.

Just to be absolutely clear, I am neither an Apple or Android promoter, I just want to ensure we are providing the best educational tech tools to meet the needs of our learners. Currently, in my opinion the iPad is the tablet device which best meets our needs. And next year? Well, who knows…

(I will, however, be sticking with my Samsung Galaxy S3 phone however, as it is way better than an iPhone!).