I have been working with a colleague to create a social media website that aims to provide succinct advice to our pupils about the use of social networks, and what to do to get out of trouble. The site goes live in September and will form part of a wider social media campaign in boarding houses. The idea is to include the link on a series of posters Hannah created (embedded below). The aim is not to answer all the questions, but to provide accessible guidance on what to do if things go wrong, an overview of some of the main apps, and a few links to find out more. Continue reading “Social Media and Me”
Disclaimer: Although the sketch of this plan was drawn up in collaboration, I have not yet cleared the detail with my school and they may well indeed suggest amendments or another approach entirely.
In two days I will be leading a workshop for all school prefects to help kickstart a Social Media Policy for our independent co-educational boarding school. Social media usage within such an organisation is not easy to measure or monitor. Pastoral teams all have incidents to recant about what happened when it all went wrong, but I am prepared to be told that we grown ups are making a fuss about something that is not of great concern to young people right now. That’s not to say I wouldn’t put a policy in place, only that I’m open to hearing what I, and others in the teaching body, perceive as potentially harmful is actually over-egging the pudding. Mostly I want to listen.
So, here is the plan…
The prefects will be having dinner in five tables of five whilst we work. I’m going to do an intro, throw in a curve ball or two about my own experiences, break the ice – I’m new so none of them know me – and hopefully raise a smile or two that might ease everyone into the evening. Also, I’ll be instigating the Chatham House Rule (as far as it is applicable in these circumstances, i.e. within safeguarding) and asking the participants to share their thoughts and experiences, including an invitation to contact me or another teacher if there is something they would like to discuss in private. Then there will be a mixture of discussion points and post-it activities. Post-it’s will be stuck onto categorised (categories TBD) oversized post-its stuck on the walls around the room.
Discussion point 1
Share with your table the last three times you used social media.
What four separate words best describe your experience of using social media? Write each word on a separate note. Pick two of your four to stick on the wall and discard the other two.
Discussion point 2
Do we need to provide social media guidance for our pupils?
Have you ever, or someone you know well, had a negative experience using social media?
To answer yes, use a yellow note and write one emotion you felt at that time on the note. To answer no, use a pink note, and use one of these words to explain why you think you haven’t: abstain, careful, private, carefree, or other.
Discussion point 3
Accidentally or deliberately, have you, or someone you know well, ever used technology to cause someone to get upset or feel bad about themselves?
Close your eyes. Think back to your first day in school and how you’ve changed and how you’ve stayed the same. What advice would you give your younger self? [open eyes]
If you could, would you let your 11 or 13 year old self know anything about how to behave online? Using as few words as possible, write this advice down on a note. One point per note. As many notes as you want.
Discussion point 4
What would you, as a senior pupil and a prefect, say to a younger pupil who approached you because they are worried about something that has happened online?
What do we need to do to support you in situations of this sort that you might face this academic year? One point per note but as many notes as you want from your table.
Discussion point 5
Do we need to stop skirting around the issue and talking to you and drafting policies and simply get a bit tough-love about all this and start enforcing some hard line rules?
Having spent the evening thinking and reflecting on the matter, where do we go from here?
Thank yous and goodbyes.
All post-it notes to be collected and assembled into a debrief document to be discussed by a pastoral development committee.
Hopefully this should fill the sixty to ninety minute window set aside for this event. Please let me know if you see a missed opportunity or I’m pitching something wrong from what you’ve read?
Today I went to Prior Park College in Bath to attend the Jigsaw24 Apple Conference. They do iPads rather than tablets. And have some pretty cool ideas, offer schools excellent support, do great insurance that covers the gap when pupils don’t pay and sell iPad at the lowest cost I have seen. They genuinely seem to be a friendly and effective bunch of people. We have a contract with them, but I am not sure exactly what for as I write – they deal with our ICT Services Department.
It was few in number but interesting. There was no hashtag. These are just my notes lifted from evernote and edited a little. Please forgive the lack of detail in places and haphazard formatting. My thought on the matters arising will come later following an enlightening walk and a coffee with this lovely man I met there (but cannot remember his name; burning moment of shame) and I need to think about it all a bit more.
- Education manager, apple UK (now a team of 6 people – only 6??).
- iPad can ignite hunger for learning.
- Apple committed and passionate about education.
- All about the teaching and learning and the good learning outcomes.
- Lara ran (still runs??) Regional Training Centres.
- They are there to provide advice and support to any school that wants it.
- Close link to schools.
- Always happy to talk.
- Use resellers like jigsaw but can contact directly.
- All about individuals. Learners. Solve problems. Create.
- Apple Distinguished Educator programme.
- Research. Looking at impact of tech in schools.
- Apple.com uk site has evidence on it. (? https://www.apple.com/uk/education/)
- Hull uni report on research in Scottish schools.
- And Longfield iPad research report listed by NAACE.
- ItunesU. Fantastic free resource. Rich store of material created by top educators in the globe.
- iBooks Author.
- Referencd SAMR & TPACK.
- Free apps now include gband and iMovie.
- But iCloud is the online access winner.
- Apple TV. AirPlay.
- Accessibility. Tools and features.
- Why iPad in education? Lists apps listed above more or less. 95000+ educational apps.
- But, identify key apps to realise your educational vision.
- However, education collections exist to help you browse edu apps. iWork stuff.
- Really about what you do with them and who supports you. RTCs. Apple Professional Development ADP. Resellers.
- Encouraged to make the most of our apple technology. Get fee training from RTC. Consider ADP.
- It is all about excellent teaching and learning.
Film. Apple promo for education. ContacT: email@example.com
Mike and Paul
- Flagship trainers. ADEs.
- Certified APD specialists.Importance of vision and plan course in the apple catalogue.
- SLT course.
- Looking for transformational activities going on in case studies? In the evidence?
- The course looks at how we are going to reach goals, what the goals are and how we might adapt existing plans.
- Planning how to present those ideas to key stakeholders. Staff. Governors. Parents.
- The goal/aim is the third stage. Recommend 1-2-1 deployment. Evidence supports this.First stage. Where to start. (Class sets, cited as the most difficult way to use iPads in school – oh dear). Often felt to be deemed successful mainly because of novelty shiny value – everyone’s excited. There will be struggle. Mike and Paul are here to support us.The second stage can be hard. Difficult second album analogy overused.Discussion points:
- Deployment model. Nigel (teacher presenting later) has done this. Splitting them into smaller groups might be better.
- Technical support demands for class sets that aren’t there for 1-2-1.
- Digital leaders. Staff – cascade existing skills. Largely experiential collaborative learning process. Access on personal basis and in school preferably before using in school.
- Apps. Paid? Which ones and why? Training plan targeting specific departments and apps.
- Road ahead vision. Strategy. Tablets around for a while. We can/should plan their use.
- Course provides opportunities to get hands on devices.
- ItunesU. Looks like nice content for classics dept on there.
- Also interesting resources on iPad in classroom. Subscribed to a couple.
Sarah Paddock. Teacher.
- On twitter.
- From prior Park Prep school. Trial for two months. 1-2-1.
- Made sure infrastructure was good allowing movement between rooms etc.
- Meraki with MDMA and light speed through jigsaw.
- Card free apple IDs for pupils and staff.
- Apps made via requests.
- Student workflow solution achieved via google apps.
- Padagogy wheel mapped to blooms.
- Pupil, teacher and parent surveys before and after trial.
- Parent and pupil meeting before and after.
- Updates throughout the trial.
- Staff twilight training once a week. Including troubleshooting.
- Pupil digital leaders meet once a week.
Ian Barker. Latin teacher
- On twitter.
- Socrative. Loves it for vocab testing.Digital leaders presenting. Helps with dyslexia because of changing text size. Mind maps like popplet. Apps: book creator. Send to iBooks. Showed his books. Signed contract beforehand. No games 12+. Teacher can look at iPad any time. Pic collage. Next DL. Y7. 2 month trial. Very happy at first. Teaching same material in a different way. Socrative again. Latin. Maths.Explain everything in art. Book creator. Complete topics quicker. Own pace. Prep fun.
- The trial has been more successful than they had hoped. Jigsaw were a great support. Buying iPads for all staff in Jan 2014. And then think about pupils for next academic year.
- Questions about Google Drive.sharing folders for each class with subjects in them. Student shares work with teacher which triggers email and prompts marking.Showbie for sharing. Edmodo do as well. Or paid for solutions that give access to network drives on iPads.
Notes from lunch
- BYOD issues because range of devices meant that intimidation for teachers. Not knowing how to get things going/working. Not same apps etc.
- Casper MDM. Great means of authentication. Meraki free but bought by Cisco for cloud security tools. MDM might not be sustained.
- Parental purchase. Parents expect usage of device.
- iOS7 seems to create issues with lag when streaming video. Jigsaw said this had never happened on previous OS.
- Also an issue with Apple TVs requiring schools to group these dynamically via Bonjour so you only see those in immediate vicinity.
- Est. 1999. In Europe since 2005. Protecting over one million students in UK.
- Work with all the big players from technical side.
- Three solutions make up mobile learning essentials…
- Manage devices
- Keep safe on internet on school owned devices at home
- Collaborate with MyBigCampus
- Commitment to education
- Educational rich features
- Comprehensive reporting
- Focus on mobility, 1:1 or class sets
- Easy admin, delegate admin down to classroom level.
Mobile device management:
- Hierarchical design. Delegate admin to teachers in classroom to open or close access to resources, e.g. Turn off cameras.
My Big Campus
- Learning platform. VLE but new generation.
- Social networking approach. shared storage. Device apps for access. Public resources, once used on MBC, is categorised and made available through their search engine. Build community of users. Teachers can communicate on EduTalk feature. Linked with web filtering solution so that web access used on site applies. Teacher uses a resource and it’s auto unblocked on school network. Filter works at home as well. Policies granular. Redirects YouTube and Google to education versions. Strict safe search enforced, images blocked are blocked on websites as well. Lockouts for repeat offenders. Email notifications triggered. Overrides is a soft block e.g. Nudity in art will auto trigger reauthentication. Web zones controls what students do on internet in your classroom. White and black list sites possible.
- Video. Samuel Lister Academy. On youtube.
Paul and Mike again
- Accessibility features on iPad. Lots of great things for Progress Centre.
- iBooks. Text book store. Hands on usage of all related features.
- Learning spaces. iPad trolley. Vision tables (flat projection). Idea paint on walls.
- Showed iPad as chopping board video.
- Class set in music.
- Learning. Looking at other schools. Trial. Change perceptions.
- Students. Enjoyed collaboration with google drive and calendar. Independence to get unstuck through web. Find info in seconds when I want it. No incidents of theft or damage, staff embraced project.
- BYOD mainly web based research. Parental concerns around device liability. Teachers did not use them regularly. Not as well liked as iPads.
- Geography stand out subject. More academic progress made compared to control group and Geography used the iPads the most.
- Giving parents iPad options. iPad mini. Ipad2 and iPad air. Bought for FSM pupils.
- Change team. Group of staff tasked with making his happen. Help to launch to parents and helping to develop pedagogy across subject areas. SAMR model wheel.
- Video. Book as new technology.
I didn’t attend this event. I was lucky enough to receive a personal invite but had already committed myself to another tablet event (much smaller scale) with a company called Jigsaw24 who have some innovative ideas on how to roll out iPad in schools. On the train home I read through the tweets and found Tony Parkin had impartially documented the gist of what was presented. I was going to write up the notes (they’re in my notebook) but time is against me, so here is a storify of the key tweets. All are worth reading from beginning to end, but it is long so I’ll say goodbye here… comments at the bottom should you feel the need!
PS: remember to click *Read next page* link at bottom of storify embed.
My school is hosting it’s annual open evening on Thursday. Last week I acquired a Leap Motion gesture sensor (3D motion control micro-sensor to be exact). It’s a very cool device that follows your fingers. This allows apps to be created that respond to hand and finger gestures. Leap Motion installs Air Space on your machine from which you can install lots of apps that developers have been building for all sorts of things from the popular game Cut The Rope to controlling your OS (Mac or Win). But when I asked for the drivers to be installed at school, we hit a problem. The licensing seems a little self-contradictory in places and the upshot was we could not install it. The following text is extracted from their EULA (highlighted by us):
You must create or have a Leap Motion Account in order to use the Airspace Store. You must keep your Leap Motion Account details secure and must not share them with anyone else.
If the Application does not include a Publisher EULA that specifies Application license rights, then following payment of the applicable fees for an Application, Publisher grants you the non-exclusive right, for the period selected by you in the case of a purchase for a rental period, and in other cases for as long as Leap Motion and the Publisher have rights to provide you that Application, to download or stream, in each case, solely as expressly permitted by Leap Motion via the Airspace Store and subject to the restrictions set forth in these Terms , copies of the applicable Application to your computer, and to view, use, and display the Application on your computer or as otherwise authorized by Leap Motion for your personal, non-commercial use only.
No Public Performance. You agree not to display content contained in Applications in whole or in part as part of any public performance or display even if no fee is charged (except where such use would not constitute a copyright infringement). Use of a tool or feature provided as an authorized part of the Airspace Store is permitted, provided that as you use the tool or feature as specifically permitted and only in the exact manner specified and enabled by Leap Motion.
Sale, Distribution or Assignment to Third Parties.You may not sell, rent, lease, redistribute, broadcast, transmit, communicate, modify, sublicense or transfer or assign your rights to Applications to any third party without authorization, including with regard to any downloads of Applications that you may obtain through the Airspace Store.
So if purchased on a non-school account this would constitute redistribution to a 3rd party
Sharing.You may not use Applications as part of any service for sharing, lending or multi-person use, or for the purpose of any other institution, except as specifically permitted and only in the exact manner specified and enabled by Leap Motion.
This is a problem in a networked multi-user environment
We were allowed to install the drivers but not any of the apps, which makes it all a bit anticlimactic. So, with five days to go until D-Day, I assembled this text in a google doc and sent it to them on twitter as well as emailing them through their website support service. Nil response. So 24 hours later, I tweeted them again stating my deadline in the tweet. Here’s a storify of the convo if you’re interested:
The result is a simple addendum to the EULA sent as an email attachment with a request to fill in the details of my school and return for them to sign and return to us. The list of apps we are allowed to use are:
- Touchless for Windows
- Touchless for Mac
- Block 54
I do not have permission to share the addendum here. To summarise, it states an agreement to use the Leap Motion device and associated software in a multi-user school environment with only the above apps. #forthewin
Many thanks to the support of @PatParslow, @DannyNic, @DigitalMaverick and @SimFin. I like to think those few retweets helped motivate the @LeapMotion support team into action at what is a very busy time in their development. And thanks, of course, to the Leap Motion team for being flexible, responsive and helping us secure legit usage at school and making such a great piece of kit! I’ll write a review of the device itself when I have had spent some more time using it.