Day One – Monday, January 11
Today was a day where I tried to explain the platform of the Mac notebook, as well as show/explain the features and software the Mac had on it. I did not know tons about the programs but enough that I could show or explain the basic use of them. We talked about social responsibility and appropriate use. Then I allowed the students some class time to “experiment” on the laptops. The students did not use them to do an academic assignment. Students did open their email to check for an email I had sent them. The test went through and students did receive the email.
My first hour and fifth hour classes were excited about how quickly the Macs booted up and were ready to use. They were extremely excited about the potential of not wasting five minutes of class time to log in, etc. However, we did notice that the computers were quite a bit slower when all the students in the same room were trying to access the web or especially if they were trying to access the same website. I am hopeful this is a network issue and when we update or make our network better with this project, that this issue may be resolved.
The kids are very excited about the laptops…however, I hope they are excited about them educationally as much as they are about it as a toy. I have been working to correct their terminology. Their question is: “Can we play on the laptops?” I have tried to use this response to negate this attitude: “No, you may not play on them. However, if you would like to work or explore on the laptops you may.”
This was one of the concerns I came across today as I let the students use them in a study hall…they all gravitated towards Google and items on the net which they could access anywhere. Some did experiment with the garage band program etc and were trying to figure that out. I was quite concerned about them having “free reign” therefore, I have established a new procedure for their use in study hall, study back, or lunch bunch. Students are able to explore or work on the laptops as long as they are doing their work for my class which requires them or the students are working to figure out a program/software that is part of the Mac notebook.
It seems that students are very excited about some of the features of the computer. Students were taking photos with the Mac notebook and using the I-Photo button were editing those, putting them over a certain background, and many other cool features that can be done with photos of anything or anyone. A student today showed me how to capture a picture of the text/photos/graphics/ etc that are on the computer screen. I can see a big educational benefit for my absent students using this tool. This picture can be captured (similar to a mimio without the writing), saved and posted or emailed. (Personally, I still want a mimio so I can also write on the notes, but this was a really cool feature.)
Kids were also very interested in garage band. Many students experimented with this program and seemed to really enjoy it. These students were all non-band students, and oddly enough many were not in chorus. It seemed to interest many, irregardless of their interest or participation in organized music.
Today was a day where I tried to explain the platform of the Mac notebook, as well as show/explain the features and software the Mac had on it. I did not know tons about the programs but enough that I could show or explain the basic use of them. We talked about social responsibility and appropriate use. Then I allowed the students some class time to “experiment” on the laptops.
Day Two – Tuesday, January 12
Today I ran into several kinks. It felt like a not very productive or good day for me with the technology and the items I had tried. In fact, there were several times throughout the day where I wondered why you had asked me to pilot this. Nothing seemed to work or go as planned.
We did have success in that I had emailed students documents and the students received my email and were able to open (by downloading) the document. I don’t know if there is a better way, but it seems that when students open an attached document they must go through the download feature to be able to open/read the document.
The first kink happened with the website I had identified for algebra to use with their exploration of slope. I was able to load the page on my Mac, project it on the screen and show the kids what the site looked like and what the expectation was on the assignment I had emailed them. The students tried to get to the website and were not allowed. We kept getting an error message dealing with Java. It was very strange how I could load the site almost instantaneously on my Mac, but a student right next to me could not. When students could not get to this site, we went to plan B.
Plan B involved working on their slope/stair project. Students are being asked to measure steps, do research on step size, email a local contractor, prepare a persuasion of their ideal step size, as well as create a model or drawing of the ideal size step (scaled to size). Again, I had emailed the students with the project. Kink two: students could open the attachment (which I sent as a PDF for compatibility reasons I thought); however, students could not type in the document. I wanted students to fill their measured data into the chart emailed, as well as put their internet and contractor data on the emailed form, and type their persuasion all in this document. However, students could not even click into the document…and therefore could not add any of their information. (Fortunately, for this pilot I had also provided the students with a hard copy of the project…so they were still able to work on the project. I have no intention of, in the future, doing both copies, but…..glad I had for this!) Students worked great on the project – found some fantastic research on the web and were VERY engaged. They were all busy and worked very well on the project…I was quite surprised and impressed. I had zero problems with students being places (that I know of as I walked around the entire time!) where they were not supposed to be!
I worked for a period or so trying different ways to email students documents and save them so that they were able to type on them. So far what I have figured out is that students can not type to a PDF. If a document is saved as either a doc or docx, students are able to open and type right in the document. It still requires the student to download when they open the document, but it worked. Students were able to save and reopen these files as well.
I did have some positive news today. I had been in contact with Gene Krueger Construction about fulfilling our role as a professional. Jim Krueger was more than willing to handle all student questions via email. He would respond very quickly to the student and get them the information they had requested. He was thankful to me for asking them to be involved in our project. It was fantastic…several students sent their request during this period. (Many reported later when they checked in study back for a response that they already had a response!!!!) In addition, Jim also offered to draft up some drawings of staircases (using different slopes and types) on his CAD program at home tonight. I could not believe the extra time he was willing to put in for our class project. I sent him some measurements and requests today at the end of the day…will see what I get back tomorrow. I feel like this has been a great community connection…and this business feels very good about being involved in what we are doing! He has been a fantastic resource and very willing partner!
On another positive note, we used the excel program in my transitional math class to calculate our average scores on our mental math and minute math that we do each week. Students put their scored into the spreadsheet, wrote formulas and input the formula, and calculated the average they needed to find for their two sets of scores. (Typically we do this at the end of every quarter with a calculator!) We also saved this document to the computer….to see how that is done on the Macs. This worked very well and lent itself to students helping other students, both with just using the Mac but also with the skill of putting in formulas, etc. I went through the process of writing the formula on the data projector, but some students were behind others, and then peers stepped up to show and help. Again, the students were very engaged…loved doing this on the computers, instead of a calculator. This was something that took a lot longer today than it would have on the calculator, but I believe will be beneficial and shortened the next time we need to do this. In addition, I believe it is a skill that many may be able to use in the business world or at some point in their life.
More positives…my transitional math kids were working on a project involving unit rate. The project required them to be virtual shoppers and choose the better buy. Students were given certain items to purchase…they found the item at various retailers, compared brand, size, price, etc. and selected the better buy. Again, I found the students very engaged and on-task! I had zero problems with students being places where they should not be – they were working and looking for the items I requested. I can’t promise that none of them went somewhere else – but not that I noticed as I walked around and supervised.
Kevin and I did try to download a Java update onto the student computer to see if it would then open the website. It did not….therefore, I did email Laurie and Dan at the end of the day to try to figure out what was going on with my website. Hopefully tomorrow they will have some insight or help for me on why this is occurring.
I have also noticed that the batteries in these computers are not lasting nearly as long as I thought they might. We have had them on the last two days from 8:15 – 10:30. The computers are then shut down – used from 12:25 – 1:07 and then shut down again. The students then used them from 2:15 – 2:40 and 3:05 – 3:26 but they were on from 2:15 until 3:25. A couple of them had to be plugged in – many were very low battery. I am hoping that perhaps this is just a result of having older computers and batteries as loaners.
Also, charging them is a bit of a pain as I do not have room in my classroom to plug them all in, either during the day to charge them or at night. It would be nice to have some power strips or something to use so that the computers can be charged during a couple hour free time or even for the teachers remaining to charge at night. I am using the outlets I have in my room and then scattering them around Randy’s room as he has many outlets on his counter. The first couple days I used the computer lab. It would be more convenient and better for during the day charging, if needed, to have strips.
I did allow student use in study back and was again impressed with student usage in exploring and trying to figure out software. I am amazed at how quickly they learn “tricks” and how many students already know how to do a lot of these items. The expectation was again they would explore or investigate the software, learn something new and/or show someone something, or work on their math.
Day 3 – January 13, 2010
Today was a better day. It started with an email from Jim Krueger, my contractor, working with us on our algebra slope project. He sent me 6 different blueprints from his CAD programs of staircases, with sizes and three dimensional pictures of these. I projected these up on the data projector to share with the students. The drawings were fantastic…three of pretty routine and regular size steps. One was of a fold back staircase and one a spiral staircase. The last one was a very step and fairly short treaded step to emphasize the different sizes that are available and for students to see the difference in a blueprint. This was a great resource and super for the students to see visually what both the internet sites were relaying as information as well as Jim himself in the student emails. I had a student ask if he could do his project with a 3-D drawing like that. I have not been able to find a Mac CAD program that one can download for free yet (haven’t spent TONS of time trying, but….)so I suggested he email Jim and ask if he could come to the office and do this with him. I am not sure if he will approach that avenue or not, but have had super cooperation from this business! Students worked very well today on typing data into their document, which they were able to download and type in today, did research and/or typed research into document, and began the discussion on their actual models.
Students are really starting to become more familiar with the Mac and how it operates, which makes things in class go so much smoother. I am impressed with student use of these and how quickly they are becoming accustomed to the machine itself. I
In transitional math today, we discussed the factors that one might consider in buying a used car. Students then were allowed to research two similar models of vehicles, from the same year, and start to do a comparison. Students were using price, mileage, gas mileage, and additional features today as some of their comparison tools. Students did or will input that data into a chart that was provided in their document, sent via email. This will lead us to calculating the cost to pay back and monthly payments for the two vehicles being compared. Using all of this data, tomorrow students will need to pick the better buy in their eyes and persuade the class why it is the better buy.
I know I am repeating myself but I was very impressed again today at how engaged the students were on this project. Students got busy, started researching cars and were finding many, many different vehicles and were amazed at just how much cars and especially trucks really cost! Students worked the entire time. I showed various kids how to add a bookmark and where to find it tomorrow. I also helped students save items to the document folder because as they type information into the document I email them and try to save as, it defaults it to save in the “downloads” location. It is a simple pull down tab to change, but students were having trouble finding some saved items and this was why.
Again, I let students use the computers to explore software or work on their math projects during 7th and 8th period study hall and study back. Some kids are creating some awesome garage band tunes. I am very impressed with Brody Roberts’ determination to figure out garage band. He works every second he can and told me he is “determined to figure it out!” Other kids were experimenting with i-photo and i-movie today and learning how to utilize and create projects out of those two programs. It is quite exciting and kids are very excited about showing me what they are able to create! It was neat to see Harley E. today able to show some other students how to do some things within a program – I believe it was i-movie.
The one problem I foresee or can foresee is that in study halls students will want to be on the laptop, even if there work is not done. We had that happen today – a student was exploring on the laptop but had a test for another class he was to make up. Others were working on the laptop and had assignments that were late or needed to be done and turned in. This could be a potential problem for some kids is that in study hall, etc. they will want to check and/or email, create imovies, manage iphotos, but yet will not be working to accomplish assignments. Have schools noticed any decrease in daily work that does NOT involve using the computer?
At the end of today, I can say that I am very excited about working with the computers tomorrow and really wish that I would be able to use them longer! There is no doubt that this device would drastically change how the students are learning and the teacher is teaching. There is no doubt in my mind that this would be a fantastic shift in how we are educating our students here in Spirit Lake!
