BT1 & I Devices (Further Exploration and documentation - Part II)

The weather outside is cold....the shop inside is full....the exhaust evacuation system (exhaust fans) are loud..... with some of these factors in mind can create logistical complications for both servicing and diagnosing vehicles and teaching lessons.   By using the technology, BT1 and the I devices we can partially overcome the issues.  Using the bluetooth features/nature of the BT1 interface/dongle we can actively access data and DTCs from any vehicle that the BT1 is plugged into.  While we can access stored DTC's with just the vehicles ignition key in the on position, engine off. 

The benefit we have found is that often vehicles have to be running to access data, ex. streaming live sensor data.  We can have vehicles outside, so they can reach proper operating temperatures, we do not have to contend with loud exhaust system and the vehicle can remain outside while we remain inside and access the data.   

The BT1 bluetooth range was tested in the late fall, and besides a slight sensor to ECM to BT1 lag; approximately 2-3 seconds the technology worked flawlessly. 

The bluetooth testers are the two girls at the far end (in blue and white) and they have the BT1 hooked up to Mr. Dulongs B4000.  Excellent distance and operation of the technology, both outside the building and in.

BT1 & I Devices (Further Exploration and documentation - Part I )

We continue to explore the possibilities using the BT1 and Ipad Mini's, thus far some students have experienced the general use of the technology.  While other students still shy away from diagnostics, which is general trend that myself and Mr. Dulong have observed over the years.  In the past the traditional scanners, the required automotive knowledge and complexity of setup has greatly hindered student use and similarly created much anxiety it scanner use.  Which adapter to use, reference manual A, plug proper power supply in.  enter vin number, refer to supplement manual, refer to appendix, determine correct OBD II keyadapter and insert into OBD II connector...now scroll through the menu and sub-menu (which look like DOS)

    

The use of the BT1 and I devices has greatly aided in decreasing the complexity and student ease of use.  Simply Awesome!!  From the GUI interface (I Device) the students can easily navigate through the APP and access data the the BT1 is reading from the vehicles PCM (powertrain Control Module).  As some of the senior TTJ students further their exposure with diagnostics, the vast majority have tried both the traditional scanner and the BT1 technology; preference to date as recorded through google forms seems to the simpler and more GUI interface (I device & BT1).  We have instructed/requested that students must first try the traditional scanner (Snap-on) and then can verify and clear  codes with the BT1; therefore creating additional  exposure to both methods.      

                      

      

The students initial "scanner" use and BT1 use are recorded using a google form.  Thus recording their perspective on the technology use.  Refer to   IIT Auto Poll    For initial use of BT1 technology   

Once the students have used the technology once they are to complete a different form; which parallels a work record card; work order.  Organizes the technology use, the data they used which app they used to access the OBDII system.  Along with the steps, resources and verification of repair.  (Following the diagnostic tree)     Refer to   BT1 & Idevice Technology Jobs/Tasks Form      For all jobs and tasks using BT1 technology

We continue to collect the data and push the use of technology.

iPads in Grade 5 French Immersion

I was very fortunate this fall to receive 5 iPADS to use in my classroom. The greatest learning and exploration has occurred not only for my students but for their teacher as well! We have worked as a team, enjoying new APPS and discovering informative ways to enrich our learning.

Students have learned about new APPS through guided groups. This strategy has worked well and has allowed deeper conversations and learning in a small group setting. Students have been supportive of each other and this setting has also allowed for individual support for students. For some of my students, this was the first time that they had used an iPAD and it was wonderful to see their eyes widen as they discovered this great technology!

I have already observed the influence of having technology in the classroom to support oral communication in a second language. My students have used Explain Everything to describe their art projects. It is evident that students listened to their own voices and were able to assess their pronunciation and correct usage of vocabulary. Not only have the iPADS improved the students’ use of correct vocabulary, the iPADS have also improved confidence and engagement in speaking a second language.

The iPADS have had an influence on not only student engagement in learning but on parent engagement in learning taking place at school. One of my students taught his father how to use Explain Everything at home and his father liked the APP so much he purchased it and will now be using it in his business! Now that’s engagement! 

What is half?

A THREE PART MATH LESSON

Cross Strand Learning:

Number Sense & Numeration:

• investigating fraction of a whole 

Geometric Relationships:

• Compose and decompose two-dimensional shapes
• Locate line of symmetry in a two-dimensional shape

Focus: What is half?

Minds On:

Identifier les formes géométriques, en faisant glisser le nom sur l'image correcte.

Activity # 1

The Minds On, was a whole group activity. The purpose of the activity was to refresh the students geometric math vocabulary from grade one.  Students had to identify the 2D shapes and drag the vocabulary over the matching image. This activity was done in Notebook on the Smartboard.  Together we practiced reading the vocabulary aloud.

Action:

Comment est-ce que tu peux couvrire une moitié de l'hexagone? Explique en utilisant Explain Everything.

In our class the students share 10 iPads, thus our Action activity was in groups of two or three.  To complete the task, students had to explore, using 2-D geometric shapes to cover half of a hexagon.  The next step was to take photos of their findings and record their thinking with the Explain Everything.

Consolidation:

Regarde les vidéos créer par les élèves et discute.

This part of the lesson is where lots of cool learning takes place.  The students are so proud to share their work and also excited to see what their peers have created.  

In the consolidation, as a group, we watched all the presentations  on the Smartboard.  (There was another step in there, I uploaded the presentations from Explain Everything to a shared folder in Google Drive).  The students immediately offered peer feedback and shared their thoughts with the class.  Students were able to pick up on criteria that was left out or  able to give an opinion is a positive way.  These videos are also great because students are able to see that there is more than one possible answer to the task.

Exporting work from Explain Everything

Don't know if anyone else has ran into this, but I had students label some diagrams on explain everything today. When we exported the images, I could only export the current slide. Most students had multiple slides created. This caused only part of their work to be saved to google drive/evernote. If I wanted all slides to be saved I had to select "pdf file" and NOT image file. Once this option was changed I was able to get all of the slides. Crappy because now I need to waste that amount of time to re-export this work...
Examples:

Success!

It is December and we still use our Mini iPads daily!  Google Docs continues to delight.  Had a neat history Scavenger hunt so the students were able to cover several curricular topics while they highlighted key words to research.  Love how the research pops right up on a sidebar!  Students also had to figure out what research actually matched the topic.  Since this was a race for valuable prizes, I was able to track which teams finished first!

Google Docs has become a favourite tool for my students.  So far, all responses and projects can be done in Google Docs!  If  I suggest Publisher or another Word program my students are quick to inform me they know how to do it all in Docs from fancy borders to inserting graphics.  Great for sharing.  Great for descriptive feedback.  Even caught students giving each other descriptive feedback that was helpful - pushed each other's thinking!

Using "Explain Everything" to show our thinking in math - fractions!  Students are able to do the math, annotate the math and talk about the math.  Have done this old school with" VoiceThread"s and mini laptops.  "Explain Everything" on i-Pads way more user friendly!  See an example of a grade 6 student's thinking on "Subtracting Fractions with Different Denominators".

Exploring

   This month we have been exploring different online resources. Jeremy Cadeau came in and helped us start online portfolios and introduced us to some other programs. The students have become addicted to Prodigy Math and are exploring inquiry questions using Kids Infobits and Desire2Learn. 

   Having the laptops in the classroom has been great for differentiation. They have been especially helpful for my IEP students as well as my students who are excelling and need a challenge. 

Central Senior Film Festival Planning

Awesome meeting to get the ball rolling for the Film Festival at Central Senior!

Ideas considered:

- End product - what do we want the Film Festival to look like? - red carpet, judges, video feed for family members who can't attend, students and staff dressed up for event, student MC

- How will it look in the classroom? - Culminating Tasks for language units, focus on process - portfolio of planning, development and revision, use success criteria that allows for choice, student portfolio to document process (could be in Google Drive)

- Types of films to be entered? - 3-5 minutes long - genres (documentary, spoof ads, PSA, music video, trailers, animation)

- How to allow for collaboration and help? - discussion forum on Desire to Learn

- How to celebrate success and share with parents and community - website with details and goals as well as examples of student product/process, on Facebook for Central Senior

- How to build capacity for students and staff to use the technology available? - Tina and Jeremy for tech support, connect with National Film Board, use of Desire to Learn Forum, set up a Film Festival Club for students and staff to come to develop skills and share ideas, binders with instructions for programs from ICT website

- How to assess the success of the project? 

community involvement - facebook votes for films,

student participation - overall #,

attendance - student, parent, c

ommunity support, student questionnaire - "

How comfortable are you with ________?" before and after, a

necdotal capturing (pictures of parents and community members)

- lessons on Copyright in early stages to avoid problems

- Enduring Understanding as umbrella for project? - making a difference, students creating change

Next Steps:

- create a support package for staff: learning goals, success criteria samples, exemplars, technology support.
- discuss at next staff meeting - Tina to attend

Getting Started

Getting Started

This month we have been familiarizing our focus groups of Kindergarten students with the new iPads. We have spent time on learning the basics – turning an iPad on, entering the code [placed label on case for easy reference], turning an iPad off, and being GENTLE when using an iPad.

                                                        

Apps

We have also been investigating various apps with regard to suitability of topic and ease of use. Some of the apps we are looking at are set out below.

Seasons and Weather is an app that captures the interest of 4-5 year olds. It allows students to learn about seasonal changes through various games. It deals with weather concepts, what to wear as seasons change, and what outdoor activities are available as seasons change. It requires students to listen carefully to the directions and information given in order to understand what they are being asked to do.  The Kindergarten students appeared to enjoy exploring this app.

Grandma Love Bugs has been a particular favourite. This app is suitable for ages 4-5.  There are 10 mini-games [e.g., catching fireflies, building a spider web, spotting the difference in bugs, and bug matching]. It also allows students to look at selected bugs under a virtual magnifying glass and watch 8 short instructional bug videos.

LinguisSystems has apps for developing basic questions, concepts, and categories. These apps are suitable for ages 3-7. We are currently investigating the Concepts app for use with students struggling with receptive and expressive language. The Concepts app uses Becca Bunny stories to teach concepts [e.g., shapes, time, counting, and feelings] and is aimed at developing receptive language skills and early expressive language skills. The five Kindergarten students exploring this app repeatedly asked to use it when given an ipad.

Internet Sites

We have been investigating the Internet site – reading a-z.com, again with a view to suitability of topic and ease of use. We have a membership to the site and the various leveled books are appealing to the Kindergarten students.  There are easy to read books about the seasons, nature, insects, and animals [e.g., Winter Level aa, Shapes in Nature, What Lives Here? and Pond Animals Level A,  Ants, Ants, and More Ants Level G].

Photo Gallery

Summary

Next month we will continue to explore various apps relevant to our inquiry question and begin tracking student progress through the use of anecdotal notes,  photos, videos, note-taking [speech to text], oral language checklists, and students’ journals as an expression of their understanding [generating ideas, elaborating on them, identifying them orally, in drawings, and in writing].

Keeping kids active….using Ipads (by: Donna Hannivan-Taylor)

Proper exercise technique

My peer tutor & I videotaped students doing various exercises, plus she took some of me doing the exercises.--incorrectly.  The next day their ‘minds on’ & warm up included watching these videos & analyzing each exercise for performance points.

The challenge was to keep the momentum going so they would spend only 2-3 minutes sitting and watching, then move on to the next station of warm up exercises (8 – 10 min. total).  I just logged into my Google drive account and let them watch videos on there.  I’m trying to figure out if I can place videos from Google drive back onto Ipads without losing them from Google drive.

I-Pads in the Weight Room

The I-pads have been an excellent tool for providing descriptive feedback to our Physical Education classes at FFSS.  Most recently, students took short videos of PPL2OM students performing exercises in the weight room.  Using posted success criteria, the students then analyzed their technique and were given one or two suggested areas for improvement.  Students could also read the steps to performing the exercise properly, using the Full Fitness HD App.  The App also displays pictures of the exercise and lists the primary muscle used and additional muscles used.  If anyone has experience with the Ubersense App, please let me know.  We would like to be able to compare a student's technique to a properly executed technique.

Air Server

There has been a great deal of buzz in schools surrounding the use of the program Air Server.  So, what is Air Server?  Air Server is a program that mirrors what is on your iOS screen or allows you to stream content from an iOS device.  For example, with AirServer you can wirelessly beam your iPad display to your PC and from there to your projector, smartboard or HDTV. This gives you the freedom to move around the class with your iPad in hand. AirServer also supports multiple simultaneous connections, so one or more students could mirror their iPads to share their ideas and their work with the rest of the class.
  
Air Server is an amazing tool, but there are some system requirements that you need to be aware of prior to purchasing.  (1) This software MUST be installed on a laptop that is using our corporate wireless network - not on our guest network (i.e., personal computer). (2) It will NOT work on desktop computers.  (3) Your laptop must have Windows 7 installed - not Windows XP.  For further requirements, please look at the section "What do I need to run Air Server" closely before purchasing. 

Here is the link to purchase/download Air Server: www.airserver.com/en/Download

If you are using an EAL laptop, you can purchase and install it yourself. For board laptops, (ie. school laptops) you will need to put in a request to HelpStar to have your tech install it.

Hope this provides a little clarification!

Popplet for Consolidation

In my Grade 12 College Chemistry class we are mid-way into the Organic Chemistry unit. This unit has always posed some difficulty for students because of the content and it is not easy. I have always wanted students to mind-map their work through the unit and I've even made a mind map of my own to help visualize the unit.

My project focuses on higher order thinking and engaging students using technology in consolidation activities. SO... at the end of each lesson on a different functional group (ie. alcohol, ketones, carboxylic acids) students consolidate in two ways:

1) what I've always done - cue cards (yes paper ones). One cue card per functional group plus one card per reaction type. Why paper? These cards (only some of their 'deck' is allowed into the unit test, and even fewer for the exam) are study tools and I am also trying to teach students study skills.
2) MIND MAP with Popplet.com. In partners students can consolidate learning and draw out relationships between different molecule types.

WHY POPPLET:
1) it is an app (paid) for iPads.
2) students can collaborate (live) on the app.
3) It is accessible outside of the ipad (HUGE plus!) so students can work on their mind maps at home.
4) It can easily be shared with me for assessment at the end of the unit.
5) It is HUGE! The popplet goes on for ever!

The only "con" is that this is a paid app.

I like how easy it is for students to share their work with me AND access at home. This makes it a real study tool that lives beyond the iPad. It is great to see students pull out their notes to consolidate their work in pairs and look at other groups' maps and compare how they are setting them up.

Storage Locker

With the arrival of the Griffon cases for my minis, my set-up is now complete.  In previous posts I have been sharing how I set the minis up for “acceptable” use.  Now I want to share my storage solution. 

I found a smaller kid size vertical locker that stands 54” tall and is 15” by 15”.  These dimensions make it considerably more stable than a regular locker and the storage more vertical (no more dirty knees).  Inside there are two shelves (One 12” from the top and another 14” further down).  I had to order the 2nd shelf as extra.  A third one could be added but holes would need to be drilled.

Cost (including exchange, import costs and shipping) is about $230.  Contact: Chris Sayles ChrisS@jorgensoncompanies.com  webpage: schoollockers.com  (I bought mine off ebay and he threw in the extra shelf)

On each self I attached metal sorters that could support 7 minis per shelf. 

Below each shelf I attached 2 surge protected power bars.

I used industrial strength Velcro to attach the sorters and power bars…this stuff is incredibly strong.

The total cost of this secure metal storage unit with a footprint smaller than a foot and a half square is... just over $300 dollars!!!

(Please note: assembly was required for the locker.)

Kinderland's Machine Inquiry

We've just started using our iPads 6 schools days ago because that's when we got our cases.  So, our first project is still in progress.  We've followed student interest which has led us to learning about machines.  Students have been taking photos and video of their learning of investigating old computer motherboards.  They've been using educreations to record their observations and wonderings, as well as adding photos and text.  Other kinders are using the iPads in our class' "Santa's Workshop" where they are building toy machines and recording procedural steps of how to build their toy.  Kinders are most excited to share their inquiries on the SMARTboard so others can collaborate and expand on their thinking and understanding.  Heads up Santa!  You're going to want to hire some engineers from Kinderland this year.  We're always looking for ways to make richer experiences for our kinders.  Ideas are always welcome!

Engagement Success (Students' and Parents')

Video Clips to Google Drive (Nov. 25)

Learning Goal:  We are learning to add details to our writing (recount).
Strategies:  We use the 5Ws to include Who, What, Where, When, Why and How.
                 We visualize and describe with words what we see in our head.

Background Info:  The students used the 5Ws planner to determine details to include in their writing.  The students also listed their main events, in time order.  My discovery was that the students did not include the information in their planners in their recount.  Sometimes students claimed they did not need to because it said it "right there" (on their planner).

Mini Inquiry:  What will the impact of viewing a video clip of themselves reading their own recount be on their understanding the reader's perspective (not knowing the information in the planner), as measured by the accuracy and reflection in their self-assessment?

Student Engagement (Block 2 & 3):

Taking videos is inherently engaging, we had 100% eager participation.  Uploading to Google Drive was a new experience for the students.  They persevered and we had 100% engagement and success.  The third and final step was to share their clip in Google Drive with me.  By now it was third  block and the same student who in block 1 (before iPads) claimed he was not doing any work today, said he was not going to share.  Explaining that the only way I knew how to share his video clip on the Smartboard (partial truth) was for him to share with me on Google Drive, quickly brought him around.  All students proudly completed the third step :)

Coincidentally, almost half of the class was absent this day.  So the next day, we shared our video clips with the whole class and awarded each Google Drive Sharer with a Google Drive Expert Crown.  

It was incredible how proud and engaged my "Experts" were in teaching the previously absent children! All students successfully uploaded and shared their video clip.

As far as the mini inquiry question, the process took a life of its own.  They were so proud of their technology accomplishment that reflecting upon their writing was overshadowed.  

The AMAZING part is that I had 3 parents visit me on different days after school to see their child's video.  The students' excitement and crowns were the best "What I did at school" conversation starter. The next week I had a note in the agenda from one of these parents who explained how proud her son was to be able to share his school work with his father at home!  That is the BEST parent involvement our class has had (so far) this year!!!

Here is one clip.  Please remember that the video clips were never intended to be polished products but for the purpose of self-assessment.

https://docs.google.com/a/tldsb.net/file/d/0B4GUaYmPr4wXNXBkZHlTUnZNU2M/edit

Math Survey on Google Forms

With many unforeseen delays, such as not being able to connect to the tldsb wifi... I began my inquiry with Google Drive.  My staff and I had a brief introduction on our last PD day, and I haven't looked back since.  See ya Microsoft! I can't begin to tell you how much more efficient planning, creating, teaching, and sharing  has become. Anyway, back on track... Though I have been working with my grade 2 FI students, and have an idea about their capabilities in math, I wanted to see how well they knew themselves, when it came to their mathematical minds.  I created a survey in Google Drive, more specifically a Google Form.  With simple steps along the way, I was able to create a variety of questions within one Form.  For example, in the first question "What tools do you use in Math to explain your thinking"?, the students were able to select more than one box  for their answer.  Whereas, in question 3, the type of question is multiple choice with only one possible answer.  And yet another type of response could be a written answer to a question.

Once the survey was created, I copied the link into a shared folder for all the students to access and complete.

Math Survey

Math Survey Summary

Now this is the cool part! Once the surveys were completed, we were able to view the collected data.  Look how nice and pretty these charts are, and I didn't even have to crunch the numbers.  Immediately we turned to the smartboard and were able to discuss our findings about their mathematical minds.  But wait, if you are not convinced, there is more.  What's this? A student has returned from the washroom and hasn't completed her survey.  YIKES!  No worries, with a click of a button she has answered the last question and submitted her form.  "Hey Madame Lawrence, did you see that yellow bar grow"?  That's right my friends, real time data collection.  As students submit their forms, you can see how the data changes.

Think of the cross-curricular possibilities you and your students can create, share and discuss with this tool.

Interpreting this data has been useful already.  NOT one student chose technology as a possible answer, as a tool in math to help explain their thinking.  This is where the iPads come in to play. Our next mission, Operation Explain Everything!  

Stay tuned...

Engagement (Student) through iPads; Explain Everything

iPad Launch (Nov. 13)

It was like Christmas opening up the iPads!  The students were so pumped:)

Thank goodness for Jeremy's patience and assistance with downloading Explain Everything.  I am so grateful for the support from the IIT team.  The basics are new learning from me.  I had never used iTunes cards or gone to the App Store before.  Challenging for me..but now I can:)

Jeremy is so skilled at engaging students.  His idea of "driver" and "navigator" for sharing the iPads and frequently switching roles is genius.  I have 4 students in particular who are challenging to engage.  With the novelty of launching the iPads and with 5 adults in the classroom for the first 30 minutes of exploring Explain Everything features, all the students were actively involved.  The process unveiled the need for further explicit teaching around turn-taking and teamwork.  Ultimately, 11 out of 15 students completed the exploration session.  Today confirmed that the technology is an engaging hook for all the students.  I also learned that students with special needs continue to need accommodations when completing tasks with technology.  Next time, I will ensure that my 4 target students do not need to share iPads as this was overwhelming for their self-regulation.  Our goal will be to gradually work with others with the iPads.  I look forward to further exploring Explain Everything.  This app has huge potential for the monitoring and tracking of student learning.

Sharing Documents with Students in G. D.

So that we could practice putting items into our Google Drive hand in folders (that are shared with me), I wanted to share a document with my students. I created two lists of recipients, one for my Grade 2s and one for my Grade 3s, and I sent the document to both of these lists.  I intended for my students to open the document, answer the question, and hand in the work by moving their document to their "Hand-in to Mr. Creasor" folder.  As students started to open and change the document, we discovered that the changes were being made on all documents, of the same title, open in the classroom.  In hindsight, I realize the ability to simultaneously work on a document is a feature of Google Drive but I am wondering how to get around this feature if I want each student to be able to make changes to the same document?  We tried renaming the document and moving the document.

As I write this, it occurs to me that I should have had my students make a copy of the document, rename it, and then proceed to make changes.  Unfortunately, this possible solution did not occur to me when I was with my class.  Would this be the best route to take?

Thanks for any assistance you might be able to provide.

Scott

Pic Collage

Recently my students have been learning about overt and implied messages in advertisements.  We spent several weeks looking at media texts, considering the audience and analyzing the strategies used to appeal to those audiences.  As a summative task students were asked to select an audience and create a cereal box that would appeal to their consumer.  Students used Pic Collage to create their advertisement, partly because  Comic Life is $4.99 at the App Store and Pic Collage is free.  Students were then able to share their advertisements with me and classmates via Google Drive.  Two students who are particularly reluctant to begin and complete a task were very engaged in creating their advertisement and demonstrated their understanding of overt and implied messaging by including an example of each in their own cereal box advertisement. I liked the app because it was very user-friendly and the students were able to use it intuitively, without any pre-teaching.  I had a bit of a struggle sharing via Google Drive, until I asked the students how to do it.  :) 

Jenna, Grade 5

Jett, Grade 6

Hunter, Grade 5

Managing apps and Acceptable Use Guidelines

I have spent a lot of time on set-up. As mentioned in an earlier post I found an awesome website offering suggestions about how to manage iPads in an intermediate classroom. Using this resource and a couple of others along with some collaboaration with the students I generated an Acceptable Use Policy - Rules and Guidlines. With it, I feel good about the students accessing the technology...even without protective covers!

I abbreviated the policy and made it the image for my lock screen.









 

I also grouped a lot of the apps into different folders including the ones I don't want students accessing for any reason and those that students should be asking for permission before using.

(I labelled the picture using Ink Flow)

To group apps into a folder press and hold the app icon until it starts to wiggle, drag one on top of another you want grouped with it...voila!  To add or remove icons from the quick access bar at the bottom make the app icon wiggle and move to the bar or away from the bar.