Tag Archives: Development

Apple Teacher widens its reach⤴

from @ The H-Blog

Last year, when the iPhone 7 was launched I think, I had been reading about the new Apple Teacher program and got quite excited about signing up – only to find out that I couldn’t because it was for the United States only. It did give a page to keep checking back on that they promised to update as the program became available in other countries or regions – and I had even been remembering to check! The last time I checked it was after we came back from the Christmas holidays, and I was still faced with the single line of availability: United States

Anyway, last Thursday, I got an email notifying me that the Apple Distinguished Educator (ADE) programme was open to applications again. Remembering the heft of the application last time, I thought I would have a quick glance to see what was involved this time. Imagine my surprise to find that being an exisiting Apple Teacher was a prerequisite to applying to be an ADE !

 

When I dug deeper into things, I found that the list of countries had been updated (on January 24th, just in time for BETT?) and now included Australia, Denmark, Hong Kong, Ireland, Mexico, the Netherlands, New Zealand, Singapore, Sweden and the United Kingdom as well as the United States.

So obviously I had to go and have a look.

An early stumbling block you might face is to do with your Apple ID. The Apple Teacher site states pretty specifically that it’s your own personal Apple ID you’ve to sign up with, and not an ID provided by your establishment. That’s fine for people like me – who surf the wave of our copious IDs with ease – but for some other teachers it may prove a bit more challenging.

Once you are through the sign-up hoop, you will find yourself logged into the Apple Teacher Learning Centre. Pick your device of choice – esentially iOS or Mac – and there are a set of tutorials and quizzes for you to complete to become an Apple Teacher. I can’t speak for Mac, but the iOS ones were:

  • iPad
  • Pages for iPad
  • Keynote for iPad
  • Numbers for iPad
  • iMovie for iPad
  • Garageband for iPad
  • Productivity with iPad
  • Creativity with iPad

Having completed the quizzes for iOS, I can confirm that they are not pitched at “Expert” level, the main plank of evidence being that I managed to pass them all. I got a very nice, shiny email for my trouble:

 

Interestingly, passing quizzes opens up more quizzes and the interface itself is pretty user friendly – as you’d expect from Apple. I’m looking forward to seeing how the site and the program develop, that’s for sure.

If you’re interested, you can sign yourself up for Apple Teacher at:

http://www.apple.com/uk/education/apple-teacher/

NNM – Progression in fractions, decimal fractions and %⤴

from @ Education Scotland's Learning Blog

Small- Module 13 Session 2Join the team at Education Scotland for the second session of Module 13 on Tuesday 2nd February at 4pm.

This session will look at progression in fractions, decimal fractions and percentages. Ensuring conceptual understanding.

Using background analysis from the SSLN the aims of this session are:
• (Building on session 1) Further explore progression in fractions, decimal fractions and percentages • Highlight areas of strength and development needs in fractions, decimal fractions and percentages
• Look at the Professional Learning Resources to support practitioners.
• Explore recent exemplification from the National Numeracy Progression Framework.

The session is most relevant for practitioners teaching secondary pupils.

Sign up to join us live in Glow TV – NNM – Progression in fractions, decimal fractions and %

If you unable to join us for the live event you can always catch up with the recording at another time – Glow TV’s Watch Again.

NNM – Progression in fractions, decimal fractions and %⤴

from @ Education Scotland's Learning Blog

Small- Module 13 Session 2Join the team at Education Scotland for the second session of Module 13 on Tuesday 2nd February at 4pm.

The theme of this session is Progression in fractions, decimal fractions and percentages – Ensuring conceptual understanding.

Using background analysis from the SSLN the aims of this session are to:
• (Building on session 1) Further explore progression in fractions, decimal fractions and percentages • Highlight areas of strength and development needs in fractions, decimal fractions and percentages
• Look at the Professional Learning Resources to support practitioners.
• Explore recent exemplification from the National Numeracy Progression Framework.

The session is most relevant for practitioners teaching secondary pupils.

Sign up and join us live – NNM – Progression in fractions, decimal fractions and %

Wee reminder to me⤴

from @ Odblog

This is a template of what I would like to do with S3 for their end of unit presentations comparing development of nations. From the choice of Kenya, India and Brazil, students must compare one other country to the United Kingdom. The presentations can be completed using the following methods:

- PowerPoint
- Prezi http://www.prezi.com
- a Flickr slideshow http://www.flickr.com
- Movie (windows for presentation or narrated)
- An infographic
- A poster

The important element of the presentation is the content and the geographical skills exhibited. For skills purposes, there should be evidence of these key skills:

- The use of maps to support comparisons. For example, it may be that a student feels that the physical geography of Kenya has impacted greatly on development and they could compare climate, resources, relief and vegetation to the UK. Students may wish to use other types of specialised maps, such as those found at Worldmapper http://sasi.group.shef.ac.uk/worldmapper/ or the 3D visualisations of the CIA world Factbook at http://www.kmlfactbook.org/#&db=ciafb&table=2002&col=2008& . Students should use at least one map for comparison purposes. The map should be titled and referred to within the presentation.

- The use of development indicators to compare levels of development. Students should use at least 3 indicators of development with at least one economic and one social indicator. This may overlap with the mapping if using something like the kml Factbook. Students should explain the advantages and disadvantages of using these indicators for comparison. It may be useful to look at http://www.bbc.co.uk/scotland/education/int/geog/health/development/economic/index.shtml as well as the resources used in class when preparing this. Useful sites include http://www.gapminder.org and https://www.cia.gov/library/publications/the-world-factbook/ , both of which the class have already used.

- Students may present information in a variety of ways e.g. Graphs, tables, proportional symbols on maps etc

For the content, students must include the details below:

1) A comparison of the location of the two countries
2) A comparison of the physical and human factors which influence each country's development
3) A comparison of development data (this is where the maps, indicators and presentation skills are most likely to be used)
4) A detailed explanation of at least one way in which the development 'gap' could be narrowed e.g. Aid and how effective this might be

I think this is a bit ambitious and it's needing to be put into language that's a bit less threatening for the kids, but my laptop is not playing and this is really just a memo for me for tomorrow

Wee reminder to me⤴

from @ Odblog

This is a template of what I would like to do with S3 for their end of unit presentations comparing development of nations. From the choice of Kenya, India and Brazil, students must compare one other country to the United Kingdom. The presentations can be completed using the following methods:

- PowerPoint
- Prezi http://www.prezi.com
- a Flickr slideshow http://www.flickr.com
- Movie (windows for presentation or narrated)
- An infographic
- A poster

The important element of the presentation is the content and the geographical skills exhibited. For skills purposes, there should be evidence of these key skills:

- The use of maps to support comparisons. For example, it may be that a student feels that the physical geography of Kenya has impacted greatly on development and they could compare climate, resources, relief and vegetation to the UK. Students may wish to use other types of specialised maps, such as those found at Worldmapper http://sasi.group.shef.ac.uk/worldmapper/ or the 3D visualisations of the CIA world Factbook at http://www.kmlfactbook.org/#&db=ciafb&table=2002&col=2008& . Students should use at least one map for comparison purposes. The map should be titled and referred to within the presentation.

- The use of development indicators to compare levels of development. Students should use at least 3 indicators of development with at least one economic and one social indicator. This may overlap with the mapping if using something like the kml Factbook. Students should explain the advantages and disadvantages of using these indicators for comparison. It may be useful to look at http://www.bbc.co.uk/scotland/education/int/geog/health/development/economic/index.shtml as well as the resources used in class when preparing this. Useful sites include http://www.gapminder.org and https://www.cia.gov/library/publications/the-world-factbook/ , both of which the class have already used.

- Students may present information in a variety of ways e.g. Graphs, tables, proportional symbols on maps etc

For the content, students must include the details below:

1) A comparison of the location of the two countries
2) A comparison of the physical and human factors which influence each country's development
3) A comparison of development data (this is where the maps, indicators and presentation skills are most likely to be used)
4) A detailed explanation of at least one way in which the development 'gap' could be narrowed e.g. Aid and how effective this might be

I think this is a bit ambitious and it's needing to be put into language that's a bit less threatening for the kids, but my laptop is not playing and this is really just a memo for me for tomorrow

Carousel Country Comparison⤴

from @ Odblog

Apologies for the alliteration in the title, but the alternative post header was even more of a mouthful, a consequence of trying to turn my brain on too late. I'm hoping to use a carousel activity to highlight some of the difficulties in comparing levels of development between countries with my S3 groups. I was thinking back to a successful homework exercise that I used a wee while ago now at my previous school. I've included the Country A/ Country B image below (or above, depending on the way this post comes out) and it's actually the same country in both examples, DR Congo. I'm going to ask students to post their answers to the questions within it on the wall and collect and reflect at the end of the activity.

In the second activity, I'm going to have a number of atlases available. I want the students to really start exploring the full range of information available within it - socio-economic, physical etc and will ask them to consider Kenya, India and Brazil and, using only the atlas, determine which country is likely to be the most developed. This also covers a key curricular outcome using maps and specialised maps.

Thirdly, I want to have an indicators mix and match, where I'll be using the CIA world factbook information on the same three countries and asking students to allocate the figures to the correct location. This should be quite challenging as we have really just covered what we mean by development and why some countries are more developed than others (briefly) but we have already looked at some population indicators. It means that students will also have to think about what the indicators mean before they have been properly explained. However, I still intend to include as part of this task a response to which figures are most meaningful in telling us how developed the countries are and why. This is something we can obviously then use later.

Finally, I'm going to appropriate the old Make Poverty History banner and add the word 'by' to it and give the students some time to add their own suggestions as to how countries can improve standard of living/quality of life within India, Kenya and Brazil based on what they have learned from the previous tasks. The solutions must be realistic and, where possible, cost effective. All of this will then feed in to a homework task where students will compare the United Kingdom and one of the three focus countries by examining development indicators, physical and human factors influencing the level of development in each and possible strategies to narrow the development gap. This will then be brought together at the end of the unit mirroring one of the National 4/5 style of assessments where students will present orally on their comparison. I feel like we are over-assessing at present in S3, which goes against the ethos of the new curriculum a little, so we are really using this for practice and familiarisation rather than potential level setting for S4. Most importantly, students here are getting the opportunity to explore their task beforehand, draw their own conclusions and air their own opinions which will hopefully all make the final task a little bit easier. Any feedback greatly appreciated and any potential to develop the task would be considered, it's all a little rough just now. That's a lot of words and a few too many requests for the first blog in ages ;-)

Carousel Country Comparison⤴

from @ Odblog

Apologies for the alliteration in the title, but the alternative post header was even more of a mouthful, a consequence of trying to turn my brain on too late. I'm hoping to use a carousel activity to highlight some of the difficulties in comparing levels of development between countries with my S3 groups. I was thinking back to a successful homework exercise that I used a wee while ago now at my previous school. I've included the Country A/ Country B image below (or above, depending on the way this post comes out) and it's actually the same country in both examples, DR Congo. I'm going to ask students to post their answers to the questions within it on the wall and collect and reflect at the end of the activity.

In the second activity, I'm going to have a number of atlases available. I want the students to really start exploring the full range of information available within it - socio-economic, physical etc and will ask them to consider Kenya, India and Brazil and, using only the atlas, determine which country is likely to be the most developed. This also covers a key curricular outcome using maps and specialised maps.

Thirdly, I want to have an indicators mix and match, where I'll be using the CIA world factbook information on the same three countries and asking students to allocate the figures to the correct location. This should be quite challenging as we have really just covered what we mean by development and why some countries are more developed than others (briefly) but we have already looked at some population indicators. It means that students will also have to think about what the indicators mean before they have been properly explained. However, I still intend to include as part of this task a response to which figures are most meaningful in telling us how developed the countries are and why. This is something we can obviously then use later.

Finally, I'm going to appropriate the old Make Poverty History banner and add the word 'by' to it and give the students some time to add their own suggestions as to how countries can improve standard of living/quality of life within India, Kenya and Brazil based on what they have learned from the previous tasks. The solutions must be realistic and, where possible, cost effective. All of this will then feed in to a homework task where students will compare the United Kingdom and one of the three focus countries by examining development indicators, physical and human factors influencing the level of development in each and possible strategies to narrow the development gap. This will then be brought together at the end of the unit mirroring one of the National 4/5 style of assessments where students will present orally on their comparison. I feel like we are over-assessing at present in S3, which goes against the ethos of the new curriculum a little, so we are really using this for practice and familiarisation rather than potential level setting for S4. Most importantly, students here are getting the opportunity to explore their task beforehand, draw their own conclusions and air their own opinions which will hopefully all make the final task a little bit easier. Any feedback greatly appreciated and any potential to develop the task would be considered, it's all a little rough just now. That's a lot of words and a few too many requests for the first blog in ages ;-)

GlowPlus? The Agile Solution⤴

from @ Charlie Love.org | Charlie Love.org

In my previous post I posed several questions. How can a small agile development group ensure the delivery of a service to over a million users, the security of their data and the platform? How can they provide great support for mobile technologies and meet the expectations of a user …