Dual-boot iMacs at GSB - Faculty Perspectives

Introduction

            This summer, we were able to fund a major overhaul of teacher desktop computers for Lower School (LS) and Middle School (MS) faculty.   The school decided to purchase iMacs for the teachers.  One of the main reasons for selecting iMac computers for teachers is that they support a dual boot.  That is, the computer can be brought online using the Windows or the Mac OS operating system.

            Because our servers are Windows based, configuring dual booted machines to interact with our school servers was a challenge. But after plenty of trial and error, these machines were brought online as expected.  Each operating system supports a full set of software. 

When started, these iMacs can be defaulted to boot to either the Mac OS side or the Windows side.  We chose the Windows side for two reasons.  1) We knew all users had familiarity with the Windows side and 2) On the Mac side, there was no access to network servers.  In other words, users could not save files to the H: drive from the Mac side.  As indicated, this is a function of the inability of the Mac OS to smoothly interact with our Windows servers.

            After waiting a reasonable amount of time in order to give all users a chance to get acquainted with their machines, I created a brief survey to ascertain usage.  24 faculty members, a mix of LS and MS classroom teachers, responded. Key results are indicated below.

 Currently, the machine default is to log in to the Windows side of your iMac. Would you prefer to log in to the Mac side?

                        Prefer to log-in to Windows: 13

                        Prefer to log-in to Mac: 3

                        No preference: 8

At this point in the school year, how often have you worked on the Mac side?

                        Less than 5 times: 23

                        6-10 times: 1

 

What program(s) on the Mac side do you find especially valuable?

Mentioned were iMovie, Keynote, Pages, iPhoto, Aperture, InDesign, and the  iWorks and iLife suites.  No program was mentioned more than twice.

On a scale of 1 to 10, how would rate your experience with your iMac? (10 = best)

                        7.8 (mean score)

Additional comments were offered by many respondents.  In general, these comments pointed to a few frustrations. Server storage is not available on the Mac side.  There never seems to be adequate time to explore new software. Familiarity with Windows encourages further Windows use at the expense of Mac OS use.

            But respondents also were enthusiastic in their evaluation of the iMac as a desktop device.  The screen image and the smooth functionality were cited as advantages of these units.

Conclusion

Though our new iMacs have dual-boot capabilities, the first few months of implementation have seen the machines running largely on the Windows side.  There are a few reasons for the lack of use on the Mac side.  The inability of the Mac side to provide server storage prevents some users from using the Mac OS. Also, a greater familiarity with Windows-based software and system navigation encourages users to stay with what they know.  Files previously created in Windows software may not work with Mac software, and this also prevents greater exploration with the Mac system.

A natural next step is to begin a series of workshops that help LS and MS faculty explore Mac software.  Workshops will be scheduled after the holiday break.

           

iPads and Other Tablets – Views From Around Campus - Part II

     In my last posting, I reviewed some thoughts from fellow faculty members about the utility of iPads in the classroom.  The emphasis was on how tablets provide a new, useful technological tool to teachers and students alike.  Responses from all three divisions suggest that the iPad is a device worth considering for all age groups.

     In this posting, I’d like to continue to draw on teachers’ comments, this time emphasizing some drawbacks specific to iPads.  Again, keep in mind that my use of the word “iPad” signifies tablet use, and if you’re paying attention to advertising, you know there are many different tablets available.  Still, Apple iPads account for about 70% of sales.

     Joanna Hayes is managing a group of iPads for her 5^th and 6^th grade social studies classes.  Though an iPad can be a handy way to access the web-based content of her class text, there are difficulties as well.  As Joanna wrote, “It hasn’t been the smoothest transition. Many students have and carry tablets, at least by the 6^th grade, but typing notes on them is slow going.”  She also mentioned that “We had a lot of trouble using Google Docs and therefore do not have a great free Word processing or Presentation-creating app, so I will need to look into paid options (such as iMovie for video, image, and audio presentations).”  In other words, be ready to spend additional money to purchase the Pages, Numbers and Presentation apps, depending on your needs.

At $10 each, the cost of these basic productivity apps can add up, especially for classroom sets of iPads

     Word processing continues to be a challenge on an iPad virtual keyboard.  Though it’s a bit easier if the device is in landscape orientation, the keyboard is still small.  And the slightest errant brush against the glass results in unwanted characters.  Simply put, the iPad, out of the box, is not user friendly to anyone with serious word processing chores.

     There are solutions, however.  A Bluetoothed remote keyboard works well, and several manufacturers have created a combination case/keyboard.   

Pictured above: Apple's Bluetooth keyboard

     But of course this solution involves an extra expense. As of this writing, one of the more interesting solutions is offered by the ASUS EeePad Transformer.  My guess is that manufacturers will continue to explore ways to merge the advantages of tablets with the productivity needs of users.

This Asus unit can work alone as a tablet or dock into a keyboard

     Stacy Scudder offered some thoughts as well.  She’s had frustrations with iPads when students assume they can be used interchangeably with computers to complete assigned work.  As Stacy mentioned, “I spent quite some time this summer developing webquests and searching for interactive sites.  I did most of my searching from my iPad2 and was frequently blocked by my inability to use Flash. I often preface the explanation of my web-based homework assignments by saying be forewarned that this WILL NOT work on an iPad.  You will have to use a desktop/tablet device or sign-up for computer lab after school."

     Honing in on the iPad, Stacy also mentioned the lack of a USB drive.  I would add that the iPad lacks other potentially useful inputs such as a mini SD card or HDMI port.  Apple seems determined to make the iPad a stand-alone device that connects to content only two ways: via a direct connection to a computer-based iTunes account or through iCloud.  This approach frustrates many users.

     Other difficulties have surfaced in working through the management of class sets of devices.  They need to be charged.  App downloads require accounts.  And sharing a device really meant for personal use is not always easy.  In short, along with the benefits of iPad use come some hurdles to overcome.

     Faculty and students at GSB are using tablets.  After this holiday season, according to numerous retail predictions, tablets will have an increased presence on campus.  Their mobility in combination with strong functionality make them a useful technology tool.  It’s hard to argue tablets outperform computers, but maybe that’s not the point.  Rather, as with any technology, the question should always be: “Is it the best tool for the job?”

     And just to be fair to some of the rival tablets on the market, click on a product below (or go to the Asus EEE Pad link above) to find out more:  Sony Tablet, Samsung Galaxy, Toshiba Thrive,  and the Lenovo IdeaPad.

iPads and Other Tablets - Views From Around Campus

     First, I’ll start with a disclaimer.  I’m using the term iPad as a substitute for tablet.  I know there are other tablets in use, but iPads still command the market and the word iPad has quickly become synonymous with tablet.

     Not long ago, I sent an email asking how teachers were using iPads.  My query asked for feedback about how iPads were being used to help prepare lessons and implement curricula in the classroom.  Seven responded, representing all three divisions. I’d like to draw liberally from these responses to remind all of us that iPads represent a technology tool that may be of use to many teachers.

     Jill Fedon owns an iPad and manages a small group of iPads that are used by lower school teachers.  Jill mentioned several uses for her iPad.  She can use her iPad as a mobile assessment tool as she walks around her classroom.  She finds it handy for playing music or videos.  It’s a tool to share an interactive story with students.  The timer app is useful in a timed activity.  She can record voice memos as a memory aid.  Finally, she’s had students use an app version of a website to review and/or catch up when the website itself was down.  

     Another teacher who is both an iPad user and manager is Joanna Hayes.  Joanna states “The best use of the iPads has been in using Safari to call up our digital textbook or various news outlets for current events.”  The use of a digital textbook in class demands strong internet access, and the iPad is a useful tool.

     Megan Summers is teaching AP Microeconomics this year.  She’s found one app to be an invaluable learning tool.  As Megan wrote, “Bloomberg Businessweek+ app is GREAT and has been awesome for my own prep in AP Micro, as well as the kids who subscribe to it and read it just for fun.  It is $2.99 a month for the weekly iPad magazine, and it is beautifully constructed to integrate intuitively with the device.” 

    One of the responses to my email query came from Tony Bednarsky.  He wrote that “many middle school students bring iPads to class for note taking and quick referencing.”  I also know that Tony owns an iPad and uses it daily.  Tony shares a classroom so in those periods when the room is used, Tony can take his iPad to a quiet space and access email, etc.  The iPad’s mobility serves him well.

     Anne Wilson is one of the lower school teachers taking advantage of the lending program.  As she wrote, “I used the iPad the past 2 weeks in my classroom as a one-on-one to help those who need extra practice with math, reading sight words, spelling.  I also used it to differentiate, using it to challenge students with math and reading skills.  My Math App and Math Board are two good math apps; Bluster, Sight…Touch and Sight Words (spelling) are good reading apps.  Shake the States is a favorite, as first graders love geography! 

     Finally, Jane Kunzman talked about iPads in art.  She spoke about the middle school student who has been bringing his iPad to class to display his art journal homework to the class.  As reported by Jane, clearly this student got a kick out of his own presentation.  Jane is hopeful to see more artwork sharing using iPads.  The device’s mobility and clarity make it well-suited to this purpose.

     I’ve found my iPad handy in two very specific ways.  I’m constantly updating our department’s inventory, and the iPad is a perfect device for this purpose.  With a spreadsheet displayed, I can walk from building to building to update information with little effort.  It is the iPad’s mobility and functionality that make it the right tool for this job.  Also, I’ve found more and more that if there’s a document I’d like to read, I can save it as a .pdf and read it when I have a spare minute.  It’s a capable portable reader that integrates seamlessly with my email accounts and with the web.  And like Anne’s first grader, I too enjoy Shake the States.

     Personally, I’m not yet convinced that a comprehensive “iPad in the Classroom” program would be the best use of our technological resources.  These resources include money to buy and manage the devices, time to review available apps and commitment to learn how to use iPads effectively as a teaching tool.  And whichever your chosen tablet, there always seems to be a combination of strengths and drawbacks.  So next posting, I’ll continue to draw comments from our colleagues to examine how and why iPads may not yet ready for wholesale adoption.

     To conclude, I offer this link to the single site I've found to offer the richest content for "all things iPad."  iPads in Schools

At GSB, video is used in different ways by different teachers

     Over recent years, technology has been used with increasing frequency by teachers at GSB.  New hardware and software applications have given teachers tools that simply did not exist not long ago.  In this post, I'd like to explore one specific segment of technology; video production in service of learning.

     Len Grabowski is using video in his Introduction to Physics classes. Len is teaching many of the traditional topics and concepts, and like generations of students from earlier times, his current students occasionally are challenged to understand such topics as "Adding and Subtracting Vectors" or "Position, Velocity and Acceleration."  So to augment classroom instruction, Len is filming lessons and posting them to KnightSite.  In this way, students can review a lesson on their own schedule.  If a student misses a class, these videos provide an invaluable resource to stay on schedule.  Below is an example:

     In Len's video, it is not the production quality that stands out.  It's the information.  And much like the Khan Academy videos, Len's videos provide students an opportunity to learn at a pace that fits the student.

     A very different example is provided by Jane Kunzman.  Using video with her middle school art classes, Jane's videos allows students to explain to others the meaning of their artwork.  Here's an example:

      With video, students have the ability to communicate their thoughts to a far wider audience than previously.  They also really enjoy the ability to put a media spotlight on their work.
     
     Joanna Hayes faced a question heard by many teachers: "Why do we have to study this?"  As a history teacher, Joanna decided to supply a video response.

      The production quality of Joanna's work is first-rate, but the content is noteworthy as well.  After Joanna shows this video at the beginning of the school year, my guess is that she will not hear the "Why do we have to study this" question again. 

     Interested in creating video to further learning?  Video, whether student or teacher produced, can be utilized in a variety of ways.  And there are any number of people here ready to lend a helping hand if you'd like to get started.  Just let me know what you'd like to do, and we can begin.

KnightSite - 5 "Best practices"

     KnightSite is widely used at GSB as a communication tool.  In this entry, I'd like to highlight five ways faculty are using KnightSite to effectively connect to students and parents.

     My first  example is drawn from AP Chemistry, a course taught by Judy Jerolaman.  In the class site, the calendar is used to post homework assignments and due dates.  On the home page, here's the calendar view:

 

     But click on the word "Calendar" to see how effective the calendar is as a tool to keep students informed about assigned work.  For students who want to plan, this view is invaluable:

  

     By clicking on any one of the listings, more information might be available.

     The Lower School organizes a number of classes (e.g.: music, computers, science, art, etc.) as "Related Arts."  In the Computers section of Related Arts, Jill Fedon has saved many links.  To keep them organized, she's created folders.  Open any folder and find a number of links connected by content.

     Open the "Tangrams" folder and find a variety of links to sites that are age appropriate and that emphasize Tangrams.

     Concert Choir is a class that occasionally needs to be divided into three independent groups: Men's Ensemble, Women's Ensemble and Chamber Choir.  David Southerland has created three Groups within his class. This enables him to set up separate practice calendars and post group-specific information.  Keep in mind that if you create Groups, you'll need to add members.

     Mike Stil's AP Biology class site features embedded video.  Though many class sites link to useful videos, an embedded video offers a cleaner look and avoids the extra step of opening another web site.  If you're interested in learning more, there is a Help Guide in the Technology Department folder describing how to embed video. Here's what an embedded video (from Khan Academy) looks like:

 

     Finally, I'll draw an example from our Girls Cross-Country team web site. On the home page is a photo collage that really personalizes the site to the runners.  Many LS sites feature class pictures for the same effect.  If you feel photo work is "one thing too many in your life," why not see if there are students in your class that might be interested in creating an image for your home page.