Simple steps for adding a new VPP app to deployed iPads using Apple Configurator:
1. Connect all iPads to a charging station and the computer used for syncing.
2. Push out an nonrestrictive profile that allows access to iTunes and downloading apps.
3. Navigate to iTunes. Purchase and download one copy of the app.
4. Navigate to the VPP Store and login with your school account.
5. Search for the app, and purchase the required number of licenses.
6. Download the spreadsheet containing the license codes.
7. Back to Apple Configurator: in the Supervise section, under the Apps tab, click the + to add another app.
8. Search on your computer for .ipa files to find the downloaded app. Select and click the check box.
9. Click the number next to the app name to add license codes. Click the button to search for the spreadsheet. Search, find the file, and select. This should populate the number of licenses you bought into Apple Configurator.
10. Apply changes to all iPads. This will push out the new app to all iPads, and delete the licenses.
11. Last step: apply your restrictive profile (no iTunes access, etc.).
12. Done!
Here's a typical week in my World Literature class:
Monday
Grammar - students complete an editing exercise in GoodNotes, then upload to the class Dropbox
Literature - students take a short reading quiz on Nearpod. ArtRage, ComicsHead, iMovie and Paper are used for creative exercises exploring the literature. Students look up information on Youtube.
Canterbury Tales character assignment
Tuesday
Independent Reading - some students bring in their own books, while others read using the FreeBooks app on the iPads
Vocabulary - weekly pre-quiz on Canvas Instructure (our LMS), followed by a discussion of the words. We do the vocab book exercises together in-class.
Wednesday (same as Monday)
Grammar - students complete an editing exercise in GoodNotes, then upload to the class Dropbox
Literature
- students take a short reading quiz on Nearpod. ArtRage, ComicsHead, iMovie
and Paper are used for creative exercises exploring the literature.
Students look up information on Youtube.
Thursday
Writing - Every other week, students write a formal essay in Pages and upload to Dropbox. On the off week, students have a choice of what to write and what app to use to write it. In the future, students will have more freedom in their choice writing to work on blog posts, book reviews, and contest writing.
Friday
Grammar - students complete an editing exercise in GoodNotes, then upload to the class Dropbox
Independent Reading - some students bring in their own books, while others read using the FreeBooks app on the iPads
Vocabulary
- weekly quiz on Canvas Instructure (our LMS).
Exploratory - students can use any time left on Friday to explore apps on their iPads, continue choice writing, or follow their interests and learn something new.
We are not a 1:1 school - I have thirty classroom iPads that are used for five literature classes. So far, we've not had problems with students deleting other students' work. I do make a point to emphasize uploading a backup of student work to Dropbox, in case something is deleted.
We are three weeks into our iPad deployment and student engagement is still high.
Last week, we deployed thirty iPads in my High School English classroom. We hit a few bumps in the road, but things are starting to come together. Here's what we learned:
In my initial research, I was concerned about losing student data when we synched the iPads in the Bretford cart. I didn't want all thirty iPads to wipe when we needed to add or delete an app. As Apple Configurator is still relatively new, the information I found was spotty. It seemed best to install our VPP (volume purchase program) apps manually to all thirty iPads, redeeming in iTunes on each individual iPad. We finished about 15 until we rethought this process and did more research. Apparently, there are options in Apple Configurator to retain data. We wiped the iPads to start clean again and prepare with Configurator.
Setting up the iPads in Configurator went smoothly, as did adding all the free apps. BUT, when we attempted to use our VPP codes again, we were fifteen short. We thought the fifteen we originally used would repopulate when we wiped the iPads clean. Nope. After a few phone calls (not recommended) and emails with Apple, they were finally able to give us new codes. Apparently, if you switch deployment methods you can lose access to the codes. Apple was very generous in refreshing our codes as we made an honest mistake trying to figure everything out.
The way I want to set up the iPads is not covered in the Apple Configurator model. I do not want my students to add or delete apps at will on the iPads - I will not hand out the VPP codes. I do not want students to login with their own Apple IDs. I also do not want the iPads to wipe data between classes. I know this means I will have 4-5 students in different classes able to access each other's data. I'm ok with this. I do not have time built in to my 42 minute periods to push out new profiles and assign users. The iPads are only being used in my classroom for five periods a day. My situation is unique - and I wish Apple Configurator was more customizable.
Apple Configurator is wonderful... when it works. However, it needs more options. Following the iPad Apple Configurator deployment guide did not help when my situation did not fit their three models.
At the end of the day, we were able to sort it out and make it work. Up next: how I organize the iPads for easy classroom usage.
This morning, I read a blog post by Ryan Bretag over at Metanoia entitled "BYOD and Distraction". In it, he asked several important pedagogical questions that I'd like to take a stab at answering. Here goes!
1. What is really causing the distraction?
Can we blame devices for causing distractions? Remember playing paper football with your friends behind propped up science textbooks? Students will always find something to be distracted by if they are not interested in the learning objective. This does not mean that all lessons must be centered around the student's own interests - I do think we need to expand and broaden the student's experience to increase their awareness of certain topics. However, we need to be like Apple, who have mastered the art of creating a want factor for something we didn't even know we needed. We need to be about the business of creating want factors for our students - giving them engaging lessons that intrigue them to want to know more about the world around them. These lessons need to grab their attention and interest.
2. How will you engage your students? How will we create environments where students can get into their flow?
This ties in nicely with my Google Teacher Academy application. I created a video where I highlighted the importance of environment in unleashing student creativity. If a student walks into a well-decorated, exciting classroom, they are going to most likely feel intrigued and interested in what's going to happen there. I passionately advocate for secondary teachers to not leave decorations to the elementary teachers. When a room is creatively decorated, students know that the teacher cares about them.
Proactively arrange your classroom to avoid common issues with devices. Make sure that students have spaces to collaborate in meaningful ways. Avoid squishing desks and tables into corners where you, the teacher, cannot reach every student personally.
3. How do we shift the of learning from object to process?
This is where BYOD adds to the conversation. In the real world, when we have a problem to solve (i.e. where is the nearest pizza joint that's open at 11PM and has gluten free options?) we each whip out our own devices and go through a series of events to get from problem to solution. Each person is going to have their own unique set of steps to solve the problem - and that's ok. We need to get better about allowing this natural flow to happen in the classroom, and highlight the steps as that's where the authentic learning takes place. The end result is what's usually graded, but the process is where growth happens. How can we better assess this? Some use rubrics, but I find that can inhibit creativity within the process. I've found it best to use a mix of participation points and student self-assessment to address this issue.
4. How do we best leverage these devices for learning independently and interdependently?
This ties into what we define as the learning objective. If we give our students a problem to solve, they can be unleashed to use their devices as they see fit to tackle that problem. Students can collaborate together when they have questions. Instead of following a set list of directions, by giving students more freedom they can learn problem solving skills in a natural way.
5. How do we redefine cheating in a collaborative culture?
This is a big deal for me. I HATE cheating. Few things bother me more than a plagiarized paper or homework assignment.I've been thinking this summer about how to use technology to create lessons that encourage students to synthesize and create rather than copy and paste. It's all in the instructional design. While it's important to teach students about digital ethics, it's also important to help students want to create something on their own, recognizing that their unique voices have value.
6. When are the devices needed and when are they not needed?
Devices are needed for everything from communication to collaboration to information gatheringto sharing. When are they not needed? There needs to be a balance of activities both with and without devices to engage the students' minds and bodies. For example, when I teach Shakespeare, my students get out of their seats and perform. Shakespeare was not meant to be read, it was meant to be performed and observed. If I have my students only working on projects on their devices, I've lost some of my kinesthetic learners who need to experience Shakespearean plays in the first person.
7. How do we rethink the curriculum, instruction, and assessment when the sum of human knowledge is in front of them?
The focus is on solving problems and creating new meanings instead of regurgitating with repletion. How do we make sense of this digital world we now live in?
8. How do we shift our mindset to Connected Learning: interest-driven, networked-minded, and production focused?
Again, this comes back to curriculum design. Like I said earlier, I don't think every assignment needs to be interest-driven, but I do think that they need to be engaging enough to hook the student's interest to new things. To shift our mindset, we ourselves need to be lifelong learners, passionate about learning and trying new things while bettering our craft.This will help us to better understand how to create engaging lessons that are slightly off-kilter to wake up our students' thinking powers.
9. What do we want students to know (content knowledge), do (skills),
think (habits of mind), and be (experiences & dispositions)?
Excellent (and packed) question. This is a good way to reflect on each unit. I don't have a concise answer, but I do know that I want my students to be creative thinkers who are prepared with a digital arsenal to tackle problem solving in new ways.
Need help building a class website? Not sure how to integrate technology into your discipline? Looking to expand your Twitter, Google+, and Facebook social media abilities? Curious how to maximize the technology available in your classroom?
I'm available for educational technology consulting within a reasonable distance from Philadelphia.
Qualifications:
Published articles in ISTE's Learning & Leading
Keynote speaker at the CCEA Teacher Convention: "Starting from the Ground Up"
Presented the following workshops at Professional Development opportunities:
- QR Codes in the Classroom
- Technology for the Secondary Classroom
- Integrating Technology in the Humanities
- Integrating Technology into YOUR Classroom (Barnes & Noble Teacher Educator Event)
One-on-One Teacher Tutoring:
- Google Docs (Drive)
- Google Sites
- Dropbox
- Web 2.0
Social Media Experience: - Google+ - Twitter - Facebook
Hardware Experience:
- Mac & PC
- SmartBoards
- iPads & iPods
If you are interested in discussing rates, please contact me! I'd love to work with you. Educational technology is my passion.
Learn how to build a class website with Google Sites
Tower Madness - I kind of love this game. It's relaxing for me in an odd sort of way to plan a course to save my sheep from invading aliens. Tower defense games are nothing new, but this one has a special charm to it. It's intuitive, easy to learn, and difficult to master.
The two-player mode sets this tower game apart from the rest. Using a split screen, Seamus and I compete while waiting in the hallways at the kids' ballet school.
I must admit, I've bought all the $1 upgrades (mostly with gift cards) and they are 100% worth it. The flamethrower is pure fun and the extra courses are challenging. I go through phases where I will prefer maps with predetermined alien paths and then phases where I enjoy the open maps.
I have no shame that I enjoy games on my iPad. I'm fascinated by the way gaming and learning are connected.
Last week, I attended an Apple Educator event in NYC. While most of the presentation was review for me (iBooks Author, iTunes U, etc.) I was most frustrated with the way the iPad was presented. As a glorified advertisement for local educators to purchase Apple products, I expected more from the presentation. Over and over the point was hammered: the iPad is a consumption tool.
If you know me, you know that I vehemently disagree with that statement. I wanted to stop the presentation and take over with one of my favorite soapbox topics.
You see, the iPad isn't merely a consumption tool. It's a creation tool.
Many parents and students have asked me what the difference is between an iPad and a Kindle Fire or Nook Tablet. Beyond a much smoother operating experience, the iPad surpasses other tablets because it is a creation tool. If you are only looking for a small screen to watch movies and play games, then yes, maybe another tablet is right for you.
BUT, if you are looking for a dynamic tool for yourself and your students, the iPad is what you want.
Taking notes? Try GoodNotes (I have a review coming out in an upcoming issue of ISTE's Learning & Leading). BTW, GoodNotes is on sale for .99 right now.
