Fraser Speirs is talking about changes caused by his school's radical shift in technology deployment.
Every pupil at Cedars School of Excellence, in Greenock, Scotland, is now armed with an iPad, creating an environment a world away from the typical 'computer room', and providing the potential for seamless integration of technology and traditional teaching.
The iPad project arose from day-to-day demands within the school. As Head of Computing, a dozen iMacs were fixed in Fraser's classroom, and a dozen MacBooks were available for booking; but with teachers increasingly wanting to provide pupils with web access, pressure and demand grew.
"In January 2010, we started looking for answers," recalls Fraser. The school couldn't afford enough laptops to make a meaningful difference, but the iPod touch was considered, since internet access was a big factor. "We realised the iPod touch was cheap enough to give one to everybody," says Fraser, "but teachers had issues with what it couldn't do."
At the time, the iPod touch couldn't output to a projector nor connect to a mechanical keyboard, but the school nonetheless continued forming its plans. And then the iPad arrived.
Fraser says Apple's tablet dealt with every problem the school had with the iPod touch: it boasted a decent software keyboard and projector connection, and Apple made office apps available for sale. On importing his own iPad from the US, Fraser was sold:
"On the first day, it ran and ran. I couldn't make the battery die, and I realised this alone would transform the technology experience in the classroom."
With many of the school's teachers being iPhone owners, few needed convincing. A leasing arrangement with the local Apple Store soon saw dozens of iPads winging their way to Greenock. (Fraser notes that leasing was done through the Glasgow Apple Store's business team, and isn't a special school lease.)
Even teachers who weren't confident with technology and didn't see a place for their laptops in school started bringing their iPads with them every day, and everyone found different ways for Apple's tablet to enhance their classes. Ultimately, this is driven by the blank-slate aspect of the iPad.
"This is a device we bought, but it's not just a textbook or an instrument, or a set of art tools – it's all of those things and more," says Fraser, adding that one teacher's putting together a band, purely comprising children playing iPad apps.
"The thing is, to do this we're not adding anything to the classroom – it's just more software on the devices." When the discussion turns to specific use-scenarios for the iPad, it's clear Apple's 'there's an app for that' approach could revolutionise the classroom. For infants, the school uses the likes of wood-puzzle-style apps to develop motor skills, abc PocketPhonics for tracing letters, and Math Bingo (which Fraser calls a "sensational hit") for basic maths.
Elsewhere, older pupils are immersed in iBooks, which replaces the class's paper books with eBooks, and Keynote for presentations. And with any child aged 10 or older allowed to take their iPad home, homework is sent and received via email; this enables teachers to set more flexible tasks in sensible chunks, eliminates most excuses and has reduced the amount of incomplete homework.
Interestingly, many apps are also being used in new and innovative ways. For example, Fraser says Numbers is employed in situations where people may not have reached for a spreadsheet before, such as to create formulae for testing expected output in programming classes, or for capturing live information about experiments as they progress.
The nature of the App Store helps, providing countless specialised apps that can be used to teach a particular aspect of a course. In his computing class, Fraser has utilised the game Binary Madness HD, which has you convert random decimal numbers to binary as quickly as possible: "It's not something I use every day, but small apps like this reinforce specific parts of learning."
He rightly adds this is something that you rarely find on other platforms: "No-one would write a Mac app like Binary Madness HD, but on iOS it seems to be the kind of thing developers find interesting – creating simple apps for only 59p."
iPad for all
The benefit of the school's 'iPad for all' philosophy is particularly evident in art. Brushes is popular, as are quirkier apps such as TypeDrawing (where you fingerpaint with letters); most importantly, though, instead of replacing traditional media, the iPad has given pupils newfound confidence in all areas of art.
"The iPad is not a substitute for existing media, and it requires artistic skill to master, but in some ways it more effectively helps pupils develop confidence in their abilities and enthusiasm to try," asserts art teacher Jenny Oakley. She says a combination of immediacy, security (due to 'undo') and usability means pupils "do not have to overcome the hindrance of learning to manipulate another tool – rather, they use one they've developed dexterity in since birth".
With this newfound confidence, pupils are more willing to try, which Oakley says is "half the battle". The iPad also provides assistance regarding experimentation – pupils can use filters and effects to visualise how something would look in a different medium and then use real-world tools to mimic what they see on the screen.
The move to digital
While it's clear Cedars School of Excellence has integrated iPads into the learning environment, critics remain concerned; they claim the school's pupils are being denied access to technology that would supposedly prepare them for the real world and that 'everything' is being replaced by electronic content. Such inaccurate statements annoy Fraser:
"In reality, we're sometimes using the iPad exclusively and sometimes not. Truth be told, I'd like to move to the iPad more, but we're constrained by resources – some textbooks aren't available electronically, for example. Anyone against such iPad use should bear in mind that society itself is in the process of replacing everything with electronic content – it's happened with CDs, and Amazon and Apple are doing the same with books."
Fraser adds that a child starting school today won't leave until 2023, by which point, who knows what technology will be commonplace? His thoughts are the same regarding anyone who says children should solely work on Windows PCs – instead, he argues that they should use whatever tools enable them to best learn: "The iPad beats a PC because it removes that whole layer of 'we're doing computers now', and you end up with 'we're doing maths' or 'we're doing music'."
The iPad also eliminates some of the menial aspects of schooling: "In traditional teaching, you spend time learning how to write a sum properly, how to lay out a jotter, how to lay out text on a page. You must do that before you can express thoughts and ideas. But with an iPad, open Pages and you can immediately start writing an essay or play."
This is why even if a Mac OS X tablet arrived, Fraser wouldn't switch, and he thinks the same regarding the recent slew of iPad wannabes. "There's something about the iPad's size that's just right – make it a 7-inch widescreen and the keyboard would be tiny, but the iPad's screen enables you to have a good-sized keyboard and see your content. Also, the form factor enables you to have a long-lasting battery," he says.
And while iPad competitors brag about hardware, Fraser says that's irrelevant: "As good as the iPad's hardware is, it's the software that makes the device interesting in education – and I'm not just referring to big brands, but to small apps as well."
User focus
The reality of using a platform that focuses on what you can do with it rather than what's under the hood has resulted in focused pupils. Fraser says teachers throughout the school are finding that pupils now just get on with tasks, "because they have some way of working that's not just 'write it down on a piece of paper' – schooling has become more flexible and therefore more engaging and interesting."
Fraser nonetheless admits that the speed of adoption and the 'invisible' nature of the technology has surprised him: "We didn't think the iPad would become embedded quite so quickly. Already, it's a problem if a child forgets their iPad – in fact, on the day of the interview, one pupil did just that and convinced his mother to drive his device to the school.
"It's funny, because we'd had this idea about disciplining a child by taking away their iPad, but doing that would break someone's school day, because we now operate under the assumption that digital technology is as available as paper!"
Fraser adds that it's also crucial to consider the technology 'everyday' and not 'special'. "For example, it's important to not use the iPad as a reward. Technology is the way we do business – it's how we teach. It's not a reward for doing traditional education well."
Your comments (18) Click to add a new comment
whindle
January 4th
18. I will be attending the Apple Leadership series and Bett conferences next week. I would love to visit a school using iPads in the classroom while Im in London next week. Im a primary school teacher from South Africa and we have a One2One project with Apple Macbooks and will be adding iPads to our programme this year. (2012) Please let me know if I could visit your school, preferably primary. I look forward to hearing from someone as keen on technology in education as I am.
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eallen
January 4th 2011
17. At THINK Global School (http://thinkglobalschool.org) every student has an iPad as well. Students are on the go constantly, as we travel to a new international city every trimester, which makes technology such as this invaluable. We integrate iPads and iPhones into all coursework, including math, science, and mandarin.
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windymiller
January 3rd 2011
16. "students feeling like they are doing "Math" or "History" on the iPad rather than "Computers" on a PC."
And I'm sure students love patronising fanboy comments like this.
"The iOS integrates apps seamlessly and is the reason why students can remain focused on the subject rather than medium which displays the information"
So thats the reason exam pass rates are falling,,,,,oh wait.
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jmarbach
January 2nd 2011
15. This is great to see an independent school using innovative technology to improve the quality of education they offer. I agree with the comment regarding students feeling like they are doing "Math" or "History" on the iPad rather than "Computers" on a PC. The iOS integrates apps seamlessly and is the reason why students can remain focused on the subject rather than medium which displays the information. With the continuously improving iTunes U store, the iPad's will be increasingly adaptable in a primary school education.
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fraserspeirs
December 31st 2010
14. @sleeper When you're buying 115 units, you don't really have vendor leverage with anyone.
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ibanezlewis
December 31st 2010
13. @sleeper - "Rather than, say, just buying some actually useful Windows based PCs." - Implies Macs aren't useful...
How am I an 'apple fanboy' for bringing up a point with your comment!? I own an iMac, Windows 7 pc and a netbook if you wanted to know. It really annoys me that people are so quick to judge!
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sleeper
December 30th 2010
12. @matthew
Most software is package based so... err... no.
@stephenwest
iPads selling better than PCs?
Are you quite mad?
Incidentally, as I've pointed out, I use a Macbook, i'm just not delusional about what it offers in comparison to the competition.
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sleeper
December 30th 2010
11. @fraserspiers
Quite so: you're a Mac shop without the budget for Macs so you've gone for a lower cost alternative. The trouble is your only lower cost alternative is the iPad.
That's one of the problems with Apple solutions - you have absolutely no other options or vendor leverage and it's one of the reasons why their enterprise presence is so poor.
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stephenwest
December 30th 2010
10. Always find it amusing that balanced articles about Apple tech, clearly pointing out both the benefits and drawbacks, are instantly branded the output of "Apple fanboys" by knee-jerk Apple haters. Anyway, I guess the fact that iPads are just like Windows PCs explains why they're selling so much better than PCs. Exactly the way that the iPod was just like every other MP3 player, I suppose.
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matthew.frederick
December 30th 2010
9. "What a load of rubbish! An iPad is a very good Tablet PC with software, just like a Windows PC. If you want a Maths or Music App you install it on an iPad and you equally install it on a Windows PC."
It's not even remotely "just like a Windows PC." The experience is incredibly different. To do anything on a Windows PC you have to deal with drives and start menus and mice and minimizing and maximizing and closing windows and all kinds of "I'm using a computer" stuff. With the iPad you launch an app and you're using that app. That's it. You don't have to teach computer use in order to use that Maths app, and that makes all the difference.
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fraserspeirs
December 30th 2010
8. @bradavon - If you think we are breaking T&Cs, please state the clauses of the UK iTunes T&Cs that you believe we are in violation of. I think it's a little rude to imply that we are violating terms without being specific.
We believe we are within the rules - this is what we were advised to do until the iTunes Volume Purchase Program is available to the UK (we'll adopt that when it's here).
Regarding backup, when a pupil syncs their iPad, each application's document storage area is backed up. It can then be restored to a new device if there's a problem.
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fraserspeirs
December 30th 2010
7. So I'm the Fraser Speirs quoted in the article. Maybe I can clear some stuff up.
@sleeper - we've been going 11 years now. This isn't our first tech rodeo. In fact, it's the 4th major deployment I've personally managed for the school. I know what I'm doing and the budget is what it is. I don't over spend.
If you want to talk about buying Windows PCs, you have to think about the entire cost to switch, not just the cost of individual units. We take into account support staff time in the same budget as equipment (many schools account for these separately) so we had to account for the cost of re-training staff and the downtime in helping students learn too.
Of course, those costs were non-zero for adopting iOS as well but, when we looked at it, a good proportion of people were already familiar with iOS. We had planned a two-week retraining period for the iOS switch and, in the end, it only took one week for everyone to become comfortable.
The cost of retraining support staff on Windows, learning the management tools, how to administer servers, how to manage Windows security was considered prohibitive. We have a lot of Mac and iOS skills in-house and a passing familiarity with Windows.
That's a lot of intellectual capital to build up from a standing start to adopt an OS that nobody wants just because the individual devices are a bit cheaper.
As for iMacs causing maintenance headaches, we haven't found that to be too problematic. It breaks, I take it to the Apple Store, they fix it for the next day. School IT is not enterprise IT - we can afford a little downtime here and there to save some money. Staff time is much more expensive than computers.
@bradavon - similar comments to above for "why not netbooks". Every choice is constrained by other factors. A wholesale switch away from Apple technology to Windows would have been simply refused by our staff. Nobody wants to use Windows. Nobody wants that technology in their classroom.
You may be right about the iPad's keyboard not being suitable for touch typing. Really, though, not many children ever achieve a level of touch-typing proficiency in their school career such that the iPad keyboard would be a major barrier to its use. In later life, maybe, but "never" is not a word I would use lightly in technology.
We made a clear offer to all our teachers that, if they wanted physical iPad keyboard docks for their classrooms, they could have them. Nobody has yet asked for one.
Any more questions, fire away. Will be pleased to answer them.
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bradavon
December 30th 2010
6. What about each pupils personal documents? How are they backed up? (which would be the norm on normal networks, even using netbooks). I imagie only apps are synced each morning, as the same account is used.
You can get netbooks with very good batteries too, so that's hardly an argument.
I sounds like Fraser is something of an Apple fanboy, nowt wrong with that but I'd be interested to hear why netbooks weren't even considered.
"His devised workaround is the use of 'gifts' apps to dummy email accounts at the school, which are not accessed, so the right number of apps is always purchased"
I imagine that's breaking all manner of terms and conditions!
p.s - Granted the eBook point is a good one. Windows has no concept of eBooks.
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bradavon
December 30th 2010
5. "The iPad beats a PC because it removes that whole layer of 'we're doing computers now', and you end up with 'we're doing maths' or 'we're doing music'."
What a load of rubbish! An iPad is a very good Tablet PC with software, just like a Windows PC. If you want a Maths or Music App you install it on an iPad and you equally install it on a Windows PC.
The article says they considered laptops but cost was prohibitive, so why not netbooks?
They'd support fully fledged Windows (Apple don't make netbooks) and Office software. Netbooks also have USB ports for transferring files from normal computers. They're cheaper than iPads too.
Also as good as the iPad keyboard is, it will never a physical keyboard for touch typing. It's one of the major drawbacks of tablets. It's no problem the iPhone/Android mostly have no physical keyboard as the screens are too small for typing large e-mails but tablets have good size screens, meaning you need a physical keyboard to go with them.
I hope an Android tablet with slide out keyboard is released.
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sleeper
December 30th 2010
4. "So a Mac isn't useful?"
Err... where did I say that? Apple fanboys are a touchy lot it seems.
I use a Macbook and a Windows desktop and reliability is a function of third party software more than anything else.
As for buying iMacs instead of desktops, that's a bit thick as an all in one is more expensive to maintain and more prone to catastrophic failure than a component based system.
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loftie
December 30th 2010
3. The iPad idea is interesting, but a little over the top. Especially with regards to reading books on an iPad. And as far as iMacs not suffering networking and hardware problems, I've always found that they suffer just as much.
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ibanezlewis
December 30th 2010
2. So a Mac isn't useful? Schools get iMacs because they are extremely reliable and don't suffer the same networking and hardware problems as PCs do. My uni got rid of all the Windows PCs and replaced them with Macs recently, due to the computer rooms always having broken computers.
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sleeper
December 30th 2010
1. So, basically:
Small independent school spends too much money on Apple computers and can't afford new ones so gets iPads instead.
Rather than, say, just buying some actually useful Windows based PCs.
Expect this lot to go **** up fairly shortly.
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