Transcript Mobile devices in the field, the cloud and the classroom

Mobile devices in the field, the cloud
and the classroom
Philip Monk
The ‘traditional’ approach
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Desktop PCs and laptops
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Mobile devices being ‘trialled’ for extended periods
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Expensive
On-going software & support costs
Immobile
Lack of staff knowledge
Evaluation against existing paradigms
Utility expected to ‘emerge’ from [novice] use?
Social Media banned or limited
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Easier to ban than to use
Limited understanding of services at senior level
Media stories
Modern mobile devices
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Characteristics
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Increasingly feature-rich
Touch-based
Easy to learn
Interconnected
Long battery life
Social media
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Social networking (e.g. Facebook)
Blogs and microblogs (e.g. Twitter)
Collaborative wikis (e.g. Wikipedia)
Content communities (e.g. Youtube, Podcasting)
Social bookmarking (e.g. Stumbleupon)
Benefits: accessible, immediate
Problems: trustworthiness, reliability, privacy
Cloud services
Characteristics
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Remotely accessible computing resources and storage
Free/low cost
Benefits: Low support costs, high up-time, competition driving
development.
Drawbacks: smaller feature set for apps, reliant on internet
connection, data/child protection.
Providers
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Google ‘Apps for Education’ : Gmail, Calendar, Drive, Docs/Sheets/Slides; Forms
and Fusion tables.
Microsoft : Skydrive, Office web apps
Apple : iCloud
Evernote
Dropbox
Implementation
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Benefits: Flexibility, functional equivalence, mobility, ease
of use, enriched experience
Problems: Reduced ability for extended work, limited
content creation, theft, obsolescence.
Deployment
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Training
Security
Management
Cases
Apps
Integration & use
Exemplar | Year 7
Norsey wood
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Local cross-curricular fieldwork
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Geo-located, annotated photography (iGotU/Skitch)
Film (phones, cameras, tablets : Cloud)
Tweets of located learning
Mapping (topographical, geological), aerial photography
(context)(3G data)
GPS tracklogs (iGotU/Garmin/app)
Data collection and sharing via Cloud (e.g. Evernote, Fusion
Tables)
Exemplar | Year 8
Wat Tyler Country Park
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Integrated fieldwork – The geography of my stuff
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Google/Bing/Here/Openstreetmap/Digimap for schools (OS
Mastermap) mapping, iGeology and MySoil to provide context
in both field and classroom
Film (more complex – narrative by editing)
Augmented Reality (AR)
Geo-located, annotated photography (iGotU/Skitch)
Data subsequently used to produce choropleth maps of land
use, project work (written & app design) about sustainable
building
Exemplar | Year 9
Earth Galleries
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Promotional fieldwork
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iTunesU, Youtube, pupil generated resources on earth hazards
& tectonics prior to visit
‘The Elements’ app, Gems & Jewels, Wikipanion
AR creation (pictures/video)
Evernote collaboration – notes, pictures, questions
Utilisation of travel time – follow up work initiated immediately
Exemplar | GCSE
Snowdonia
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Controlled Assessment in ICT equipped FSC centre
 Digimap for Schools OS 25k mapping in field
 iGeology & MySoils
 GPS tracklogs and site-waypoints to location data/graphs
 Waterproof GPS camera/geo-located pictures
(tablet/smartphone/iGotU) collated and annotated in the field
with Evernote/Skitch
 GPS Log app
 Cloud services for field data entry and sharing:
Numbers/iCloud, Sheets/Google Drive, Office
webapps/Skydrive, Dropbox
Exemplar | A-Level
Cumbria / North Yorkshire
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Advanced integration
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Evernote/Dropbox collaboration across (sub)groups
Digimap mapping supplemented by iGeology, MySoils, Fieldtrip
GB, GPS Log and Google Earth, integrated with desktop
software and services such as ArcGIS online.
Photography/video, Vimeo
Cloud services for field data entry, sharing: and to begin
processing in field: Numbers/iCloud, Sheets/Google Drive,
Office webapps/Skydrive, Dropbox
Meteo weather apps
Twitter
GPS tracklogs, waypoints and geo-located photographs with
Google Earth/Memory map
Delivery
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Significant investment in User Interface design means
lower training costs and quicker training
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Pupils are mostly confident and intuitive users but lack
the higher order skills teachers can provide
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To be effective use has to be consistent and integrated
requiring cultural change
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Use Twitter/LinkedIn/RGS to develop the professional
network you need to realise the potential of what you
have
Development
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Need to accept this is rapidly developing technology
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Todays devices are transient but capable
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Teachers should adopt a kinaesthetic approach and let the pupils
help you see possibilities.
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Use the resources you already have
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Student digital leaders
Interested staff
Parents?
Services, devices and apps are constantly evolving.
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App Store for Education
New software and devices reflecting focus on Education sector
Costs
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Costings: 18 tablets, 1 mobile handheld device
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Android c£7,500
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Apple c£10,500
Including:
 Secure storage
 Device cases
 Subscriptions
 Initial apps
 1 month 3G in first year
Ownership
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Ongoing annual costs c£135 (mostly ex VAT)
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Evernote Education subscription (£20)
Google drive (100Gb) (c£38)
3G data (for 18 tablets + 1 teacher device) (£66),
Weather Data subscription (£4)
Other app data subscriptions (£Variable)
Assume 4-year obsolescence
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TCO pa Apple - c£2900
TCO pa Android – c£2000
Unique benefits & capabilities
Questions?
Philip Monk
[email protected]
@Philip_Monk