We've started our Pilot at CHS! The iPads arrived a week earlier than anticipated and 3 weeks later than originally promised. While awesome that they arrived earlier than we thought, it meant a scramble to get them registered and the cart ready to go to start in Jennifer Ludwig's Language Arts classes. It also meant some growing pains with Apple's App Deployment and Volume Purchase program. We thought that we'd be able to buy an app and push it out to an individual iPad. Instead, we have to push it out to an individual Apple id. We weren't planning on using an Apple id with any of the iPads for the carts, so we had to revise that plan. Now all the iPads on the cart have the same Apple id, which actually makes it simple to add apps. I can download an app to one iPad, and it automatically downloads to all the iPads.
We've gotten mixed reviews about the iPads so far. Most students are excited about having the device and the opportunity to help make an important decision for the program. At the same time, we assumed that our students are technologically savvy. They are when it comes to using the iPad for entertainment. When it's using the iPad for learning, it's a whole different ballgame. Many of the negative iPad reviews are because the students are frustrated with their lack of technology proficiency in the various programs or apps we're using, not necessarily because of the iPads themselves. That said, the keyboards are a huge issue. They're not working well with the iPads, which is bothersome because they're designed for the iPad. Also, our students have limited typing skills, so it takes them longer to type than it would to write. Again, this is not the device's fault; it's the fault of our curriculum.
Our kids have used the iPads for Google Classroom and journaling through Google Docs. Feedback from this experience has focused on organization and motivation. Many students have said that the iPad will help them to be more organized and motivated to complete assignments. One student honestly said that if he was able to keep the iPad all year long, he'd be more successful and have better grades because he'd actually do his work. Tomorrow, the students will be using the iPads to create short videos, so I'm excited to observe that experience and hear how it would compare to having to do the same assignment with a laptop.
Part of these last two weeks has been spent working on budget scenarios for our 1:1 program and seeing if we can make it work within our existing Technology budget. The good news is yes, we can. The other news is that we may have to rearrange the way we roll-out devices to our staff and students to make it work. We'll be meeting with our Technology Task Force at the end of this month to discuss these options, as well as questions brought up by our students with regard to insurance, purchasing, etc. I had wanted to present these high-level decisions to the board this month, but I feel we'll have a much larger and more informed picture if we wait until next month. It will give me the time to finalize administration decisions and expectations, budget information, and timelines. It will also give me more time to talk to students, parents, and teachers about their concerns and ideas.
Overall, our PantherTech Initiative is right on track. We're consistently moving forward even when presented with setbacks, and I'm confident we're headed in the right direction.
We've gotten mixed reviews about the iPads so far. Most students are excited about having the device and the opportunity to help make an important decision for the program. At the same time, we assumed that our students are technologically savvy. They are when it comes to using the iPad for entertainment. When it's using the iPad for learning, it's a whole different ballgame. Many of the negative iPad reviews are because the students are frustrated with their lack of technology proficiency in the various programs or apps we're using, not necessarily because of the iPads themselves. That said, the keyboards are a huge issue. They're not working well with the iPads, which is bothersome because they're designed for the iPad. Also, our students have limited typing skills, so it takes them longer to type than it would to write. Again, this is not the device's fault; it's the fault of our curriculum.
Our kids have used the iPads for Google Classroom and journaling through Google Docs. Feedback from this experience has focused on organization and motivation. Many students have said that the iPad will help them to be more organized and motivated to complete assignments. One student honestly said that if he was able to keep the iPad all year long, he'd be more successful and have better grades because he'd actually do his work. Tomorrow, the students will be using the iPads to create short videos, so I'm excited to observe that experience and hear how it would compare to having to do the same assignment with a laptop.
Part of these last two weeks has been spent working on budget scenarios for our 1:1 program and seeing if we can make it work within our existing Technology budget. The good news is yes, we can. The other news is that we may have to rearrange the way we roll-out devices to our staff and students to make it work. We'll be meeting with our Technology Task Force at the end of this month to discuss these options, as well as questions brought up by our students with regard to insurance, purchasing, etc. I had wanted to present these high-level decisions to the board this month, but I feel we'll have a much larger and more informed picture if we wait until next month. It will give me the time to finalize administration decisions and expectations, budget information, and timelines. It will also give me more time to talk to students, parents, and teachers about their concerns and ideas.
Overall, our PantherTech Initiative is right on track. We're consistently moving forward even when presented with setbacks, and I'm confident we're headed in the right direction.