The Cloud

Ah, the cloud: a wonderful metaphor dreamed up by the marketing departments of Big Tech companies to describe how your data doesn’t have to live on your own physical computer or server but can live inside their data centres instead. We, the user (whether that’s a big organisation or just an individual consumer), no longer has to worry about how that all that computery stuff actually works: instead it can be abstracted away into a nice little diagram of a cloud.

And it’s not a bad idea! Steve Jobs introduced iCloud back in 2011, which was mainly just a marketing concept to bring together an IMAP email service, online backups for your iPhone, some photo storage, file storage and a few other bits and bobs. As internet connections have increased in speed an ubiquity, it has made more and more sense to have certain online services hosted somewhere ‘out there’, rather than inside a school’s network. Many schools might still run a Windows file server, but I doubt there are many that still run their own mail server – this job has been farmed out to ‘the cloud’.

So what are the benefits of moving to the cloud, particularly in the current situation we find ourselves in?

  1. Someone else runs the server for you. Particularly in a small school, this is no joke! Running servers efficiently and effectively isn’t easy and requires a certain level of technical expertise.
  2. It’s cheaper. Because of economies of scale, it usually works out cheaper to buy a slice of someone else’s cloud computing power rather than do things for yourself, particularly if you factor in the true cost of running your own server.
  3. It allows for access outside of your network. It’s possible to set up VPN connections to on-premises servers, but it’s much easier if you’re using a ‘cloud’ service that is designed to be accessed anywhere.
  4. It tends to work better with modern computing devices. If you’re running everything on Windows PCs, then your legacy server setup is fine. But if everyone’s using iPads, then you need services that play nicely with modern apps, file systems and workflows.

So, what might networked services in a school might need to end up in the cloud?

  • Email. This is a quick win, as more than likely you’re already getting someone else to do this for you! We make use of London Grid for Learning‘s Staff Mail, which has a web interface as well as offering Exchange access on a Windows PC, a Mac and iPad/iPhone. But Office 365 or G-Suite for Education are good options too!
  • Calendar. Our Exchange email can do calendars for each individual, but we use Google’s calendar for the whole school calendar. Only certain individuals can add new events, but it means that everyone can see what’s going on across the school.
  • User Authentication. This needs some careful thought – how are your staff (and students) going to log into the cloud services? As the number of online services increases, so can the number of different usernames and passwords. This is both annoying for staff as it’s one more password to remember and can also become a real security risk as staff may reuse passwords etc. We use LGfL’s Unified Sign On (USO) as the core identify and then are able to sync this up with G-Suite, our on-premises Active Directory as well as Office 365.
  • File Storage. We use Google Drive, as schools get unlimited storage. It also has quite a few ‘hooks’ that allow us to weave it into existing workflows: there is an app for iPad, there is the Drive interface on the web (that Google would much rather you used), and you can also use Google Drive File Stream on the Mac (which adds Shared Drives in a comparable way to a normal network drive). Because the files are all stored in the ‘cloud’, they can easily be accessed when working from home.
  • Photo Storage. iPads make for handy cameras, generating gigabytes of photos and videos over time. Thankfully, Apple offers 200GB of free storage for schools with Managed Apple IDs. This means that photos can be backed up to the cloud from iPad, along with device backups and iCloud document storage.
  • Management Information Systems. In the UK, Capita SIMS is the market leader for managing student data, whether that is home contact details or attendance registers. Capita do offer a ‘hosted’ version, which allows you to run the software on their cloud servers instead of on an on-premises server, but it still is very much a Windows PC-only piece of software. Nearly 5 years ago, we moved to a web-based MIS called Pupil Asset that provides much of the same functionally but inside of a web browser that can be viewed on any device. It’s not all been plain sailing, but we’re now in a much more agile position when it comes to accessing student data remotely.

Moving to the cloud does mean a change in workflows and you have to make sure staff are on board. It does need to be carefully planned and communicated, with potential issues identified and addressed quickly. If you are able to articulate the ‘why’ for a switch to ‘cloud’ computing, plus do all you can to make it as easy as possible for people, it can be a real success and make a big difference.

Shared iPad for the kids still in school

When it was announced that schools in England would close as a response to the COVID-19 crisis, it was also announced that schools would remain open for vulnerable children and children of ‘critical workers’ (i.e. doctors/nurses/delivery drivers etc). So as well as thinking about how we would keep learning going for children at home, we also needed to consider those who would be staying in school too.

In terms of the educational provision to be provided for the children remaining in schools, the guidance from the government was as follows:

Schools have flexibility to provide support, activities and education in the way they see fit at this time. No school will be penalised if they are unable to offer a broad and balanced curriculum during this period.

https://www.gov.uk/government/publications/covid-19-school-closures/guidance-for-schools-about-temporarily-closing#practicalities

As we are delivering all our home learning via Showbie, we decided that we would provide time during the school day for children to log on and access this learning whilst at school. But on what devices?

We are a 1:1 iPad school, so it would surely be easiest to just let students use their existing iPad? In theory, yes. But this was compounded with a few difficulties:

  1. The list of possible ‘critical worker’ children vs. the children who would actually turn up each day was quite different. We would end up with a large pile of potential iPads that staff would have to hunt through each day.
  2. Our school is across two sites with the second site now entirely closed during the pandemic, so getting hold of the iPads for those children is a little more tricky.
  3. Whatever solution we decided upon would need to keep on working without any on-site tech support.

In light of all this, I decided that we should give Shared iPad a try!

Shared iPad mode allows for devices to be logged into by multiple users, with all of their data stored in the cloud and synced to the device upon login. It makes use of Managed Apple IDs, both to store all the data in iCloud and to organise the classes that students belong to.

We already had Managed Apple IDs in place for Y1-6 students, so it was a case of making some new ‘classes’ in Apple School Manager containing the various children who potentially might still be attending school. I then had to set up a set of spare iPads in Shared iPad mode, which involved sorting some settings in our MDM. We then installed all of the required apps and restriction profiles and then assigned those devices to the new classes that were synced from Apple School Manager.

The upshot of all this was that we had a set of iPads that any of the students could pick up, tap their name from the list and then log in with their passcode. Handy!

It also nicely coincided with the release of iPadOS 13.4, which added in a ‘guest’ button on Shared iPad. This means that a user who is not on the list on the Shared iPad can still log in and use the device – once they log out, all the temporary data is removed. This means that Nursery and Reception children can still use the devices to play games etc. without the need for a Managed Apple ID.

What about Early Years Foundation Stage?

So, in my previous post, I outlined the approach we’ve been taking with Years 1-6 and utilising Showbie (and the school website) to encourage home learning during the school closure. But what have we re we doing for children in Nursery and Reception classes?

For many years now, we have been using Tapestry as an online tool for creating children’s profiles. Teachers and Early Years Practitioners take their observations of children’s learning using photos, videos and notes and then upload this to the site, either on the webpage or using the companion iPad app. When compared to the old regime of writing post-it notes, taking and printing off digital photos, followed by sticking them into individual paper profiles and highlighting off different ‘Development Matters‘ statements, the digital route has been a HUGE time-saver! Go digital!

Tapestry also offers parent access, which allows parents/carers to see all of the observations of their offspring, as well as giving them the ability to leave ‘likes’, comments and even upload photos/videos of learning that’s happening at home. Parents love it, as do teachers.

So, when it came to considering how to communicate about home learning tasks during school closure, Tapestry was already part of the thinking. The original plan was to post learning activities on the school website, and then invite parents to upload outcomes from the different tasks. For example:

Our topic is ‘Crazy about creatures’ so we would like you to design your own crazy creature! You could draw, make, build your creature. 

Can you add write some labels or tell an adult:

– What colour is your creature?

– How many arms, legs, eyes does it have?

– Where does it live?

– What does it eat?

Please take a picture or make a video describing your creature and upload to your Tapestry account for us to see.

We look forward to seeing your designs!

http://www.heronsgate.greenwich.sch.uk/school-closure/eyfs/eyfs-week-1-23-3-20/

Tapestry closes that feedback loop, giving teachers/EYPs an insight into what’s actually happening at home that can then inform future planning, as well as giving the opportunity for feedback to parents. So far, so good – particularly as many parents were already signed up to Tapestry and using it regularly.

One question remained: was there a way we could share the learning activities within Tapestry itself, rather than directing parents to the school website? Well, it turns out there was, in the form of ‘Memos‘.

Memos is a new feature in Tapestry, which allows staff to post text (including web links), documents and media directly to parents within the website. Initially I used this to post the daily learning activities, mirroring what was on the school website. However, it also seemed like a great way for teachers to share a bespoke greeting every day to their individual classes, helping keep that connection with children and sense of the school community going.

Home Learning

At 3:30pm on Friday 20th March 2020, schools across the UK closed their doors until further notice as the government stepped up its strategy in combating COVID-19. We’d been tracking pupil attendance for the week previously, watching increasing numbers of pupils and parents self-isolate with symptoms of possible coronavirus infection, with the school basically shutting itself: by the time Friday came, we only had a mere 10% of pupils coming into school anyway.

With children now at home for the coming months, what was our plan for learning to continue? Taking an article entitled ‘Preparing to Take School Online?‘ as a framework, we thought through our options. At the time, school closure only seemed like a remote possibility, but as the days a weeks progressed we realised how inevitable extended home learning was going to be. So what was our plan? And what did we actually do?

Days 1-3

The plan was to have the first few days of home learning already prepared before the school actually closed, to give us a few days to get ready for ongoing learning. Initially, the plan was to post work for each year group on our school website as this would give a low-barrier method to share learning with parents and students. However, as school closure looked more and more likely, we realised that we needed to leverage our existing learning platform to make this work longer-term: Showbie.

Showbie

We have been using Showbie since 2015 as way of managing learning on our iPads, initially with shared devices and then as the learning pipework for our 1:1 iPad programme.

Showbie is a bit of a strange beast, but one that is very focused on what it does and does not do and one that has evolved to meet the needs of educators over the years. There is a free and a paid ‘Pro’ version (with all limitations removed) and the basic idea is that a teacher sets up a classroom and then students join that class with a class code. Teachers can post comments, voice notes, files, images and web links to the class or to individuals and then students can post back with the same, as well as annotate PDFs/images/documents with a range of digital markup tools. It essentially provides a digital version of the tried-and-tested paper workflow of exercise books: giving our resources (aka photocopying resources), taking back work (aka handing in exercise books) and giving feedback (aka marking).

Initially, Showbie was just an iPad app. However, to keep up with the G-Suite juggernaut in the US, where whole districts were ditching iPads and buying glorified testing machines Chromebooks instead, Showbie has now ported all of their tools to a web version with full feature-parity.

Because all teachers and pupils were used to using Showbie every day and because it could also be accessed on any device with a web browser, we decided we would also post all learning on existing Showbie classes as well as the website. This would allow the following advantages:

  • Teachers would know which children are actually engaging with the learning, something you just wouldn’t be able to tell from a website.
  • Children would be able to complete digital worksheets and activities within Showbie itself without needing to print anything off.
  • Because all the completed work is immediately viewable by the teachers, teacher can then use that to give general feedback to their classes (or individuals where necessary), which can then also inform future planning.
  • Children who needed differentiated work, due to their ability levels, could have specific work posted to them on Showbie. Trying to do this on the website would have involved something like emailing work home to specific children.

Getting ready

So what did we need to do to get this all ready before the school shut?

  1. I needed to email home all of the children’s existing Showbie logins. Thanks to our often-wonderful MIS Pupil Asset, I was able to import a custom data field with the child’s username and password onto each child’s profile, and then use mail-merge tags on an email sent home to parents. Result!
  2. I needed to build the ‘Days 1-3’ assignments ready for once school had closed. As I am a ‘teacher’ on all of the Showbie classes in school, I was able to build it once for each year group and then copy this across to the rest of the classes.
  3. To avoid potential digital vandalism and possible confusion, I went through and made sure all previous Showbie assignments were ‘view only‘ and had a ‘due date’ to the last day that schools were open.
  4. As a means to find out which children had actually been able to log in at home, I made a ‘Hello!’ assignment for each class, inviting children to respond back with a comment to show us that they had logged in ok. I set this assignment as locked, scheduled to open at 4pm on the closure day.

How has it gone so far?

We’re two weeks in and we’ve hit over 80% of children logging in at home, which I think is pretty good! Here are some common problems that children and parents faced:

  • I need my child’s username and password! Despite having emailed all of these home, some parents did not receive these. Further emails and even text messages with credentials helped sort this.
  • I’ve logged in but my child can’t post anything! We had previously set up ‘Parent Access‘ on Showbie, which is a cool feature that allows parents to set up their own Showbie accounts and then see a read-only version of all their children’s learning. However, many parents were still logged in with this account and so had to be walked through how to log out of this account and into the child’s account.
  • It’s asking for a class code! This usually meant that the parent or child had signed up for a new account rather than using the preexisting one. Sometimes the child had also managed to block themselves from their class, which was a simple fix from our end. When a parent got stuck at this point, a phone call home usually got things sorted.
  • I don’t have a computer/a spare computer! Even though home internet access is nearly ubiquitous these days, lots of households just have their smartphones and that’s it. We started collating together households in this situation and have started to send home some more elderly loaner iPad Airs, which have been gratefully received!
  • Showbie is taking ages to load! With the whole of the Western world waking up to the efficacy of digital learning, Showbie have seen a HUGE spike in usage. What this means is that Norway wakes up and starts pounding Showbie’s servers at 8am, followed by the UK at 9am. Showbie support have been fantastic and they are adding more and more server capacity over time.

From a learning point of view, it’s been quite a journey as well. We’re used to using Showbie in a classroom setting where the teacher is physically there and can help out kids and tell them which apps to use. In a home learning setting, we’re having to assume that students can only really use the Showbie web app and possibly the wider internet. This means that task instructions have to be crystal clear and any PDF activities have to be do-able in Showbie, ie with plenty of whitespace to annotate!

On a day-to-day basis, a colleague and I are creating six Showbie assignments each day, with the work teachers from Years 1-6 have created. This has involved a bit of a sanity-check on the tasks, lots of PDF creation and the occasional YouTube upload. Once we’re happy with these, we then copy the assignment to the rest of the classes in each year group. Thanks to scheduling and the ability to lock access to assignments, we are able to build all this without pupils seeing the work in progress! After everything is set, we then upload the learning to the website too. Phew…

It’s been a very busy and tiring two weeks, but it’s been very gratifying to see the sheer number of kids eagerly logging in and gobbling up the learning!

Apple Watch

So, a few months ago I became the happy owner of an Apple Watch. Now I know I’m pretty late to the game as it’s been around for years now, but that does mean I’m entering the world of Apple Watch with it in a more mature state.

So, why did I want an Apple Watch?

  1. To tell the time. Fishing out a phone all the time to know what the time is, or continually scouring rooms to find the clock on the wall, is quite frustrating! I know that other watches are available, but I wanted something more…
  2. To record my runs. I use Strava to log my running, which had involved strapping an iPhone to my arm. This wasn’t so bad in the days of dainty iPhone 5-sized phones, but phones are getting bigger and bigger: surely strapping a little computer to my arm would be better?
  3. For all the other cool stuff. Like being able to quickly receive and respond to messages on my wrist. Or easily set a timer. Or see what the weather is. Or any number of little jobs.

So what’s Apple Watch like?

  • It’s a nice piece of kit! It’s really beautifully designed and has clearly had a lot of thought into it, from the inductive charging and easy setup from your iPhone to how easy it is to swap wrist bands and use the Digital Crown.
  • Battery life is really good. I can go several days between charging, and probably three if I really needed to. I know that other fitness trackers offer better battery life, but this is fine for me.
  • The interface is really clearly thought through. The watch face is where everything starts, with complications giving you glanceable information that you need (like calendar/weather/date etc). The Digital Crown is a great way to scroll through lists, and the hard press gives that extra option in the interface (a bit like the idea of right clicking something).
  • There are so many little thoughtful touches. It’s as if they took a computer, made it small enough to fit inside a watch and then thought of all the cool little jobs they could give it. Like being able to easily control audio playback on your phone from the watch, including turning volume up and down using the Digital Crown. Or how it gives you taps on the wrist and indicator sound effects when you’re using directions in the Maps app. Or the ability to ping your phone from the watch.
  • The ‘Activity’ app is very effective in motivating you to keep fit. It has three different rings: a blue ‘stand’ one, that wants you to stand up and walk around for at least a minute every hour; a green ‘exercise’ one that encourages you to do 30 minutes of activity a day; a red ‘activity’ one that tracks additional active calories burned up to your self-imposed target. You can earn all kinds of badges for completing your rings, and even compete with friends! I’ve realised that I walk around quite a lot during my school day!

So is there a case for an Apple Watch in education? I would say it’s a useful tool for teachers, allowing you to stay connected without being sucked into your phone. The little tools are also really handy.

In terms of 3rd-party apps on the watch, her are some that I have found useful:

  • Our Groceries – sync shopping lists across all your devices!
  • Strava – tracking runs.
  • Bus Times – find when the next London bus will turn up.

Why iPad

When I was training to be a teacher back in 2007, I originally thought that I would teach Year 6. After all, I had done A-Level maths and so it would be fun to teach 11-year-olds algebra, right?

However, when I began my initial placements in school I was shocked by how boring this education business was for children: lots of sitting on the carpet staring at a whiteboard, then lots of pencil and paper work in books. There obviously is room for this approach, but it depressed me that children didn’t have much opportunity for independent exploration and discovery, working with rather than against the in-built curiosity of childhood.

I then spent a couple of days in a Reception classroom where I could see children showing independence and genuine agency in their learning, learning through play and exploration and in a way that matches the way that children learn. I then switched to the Early Years route in my PGCE and ended up getting my first teaching job in Nursery.

Fast forward to today and I now lead a 1:1 iPad deployment in a primary school. Is there a connection?

It stuck me, as I sat in some professional development from Apple about the ‘5 Elements of Learning‘, that there is a link! Those 5 elements are as follows:

  • Teamwork – working together on learning
  • Communication and Creation – expressing your ideas to a real audience
  • Personalisation of Learning – students have a choice about the approach to learning
  • Critical Thinking – students creating solutions to problems
  • Real-World Engagement – engaging in tasks that serve a genuine purpose outside the classroom

These elements make up effective learning, and iPad can be used effectively as a tool for learning in all of those elements. But actually, those quite nicely describe a decent early years classroom.

So why iPad? Used well, it allows children to learn in a more creative and meaningful way, not just when they’re in Early Years!

Getting excited about…printers?

At BETT this year I got talking to the guys at the Epson stand and ended up looking at their range of business ink jets. Now I am not a huge fan of printers generally as they cost a lot of money to run and you can make savings and reduce printing costs by utilising digital workflows. But the reality is that you sometimes do need to print so I was interested in ways that we could trim the budget for my school on this.

What interested me about Epson’s printers was their approach to using inkjet. They have taken the same technology they use on a commercial scale and have shrunk it down to provide a reliable and affordable alternative to laser in an office/school etc.

The printers I saw had some cool features:

    Because they don’t need to fuse toner onto a piece of paper they use a lot less energy to run and have much faster startup times
    Print speeds are really fast
    There are fewer parts to maintain and replace — ink comes in bags that can be slotted in — which lowers costs

All of this results in printers that are substantially cheaper to run. Comparing the WorkForce Pro WF-C5210DW with our existing HP laser printers, consumable costs with inkjet are basically half that of laser. So even with the outlay of buying new printers, we are estimating a 30% saving this financial year. Which means more money for iPads!

So we got one of the Epson printers at my school to try out, and I’m pretty impressed so far. The ink comes in little bags that just slot in and take way less space to store. Print speed is very fast with a good print quality as well. It even has decent AirPrint support as well, which makes setup on our network nice and straightforward.

In these increasingly financial constrained times for schools, the thought of saving money by not burning through expensive toner is certainly welcome!

2018: A Year in Review

It’s that time of year when it’s good to reflect on what has been and look forward to what is ahead. Nothing ever stands still with technology (apart from in schools…I jest!) so it’s always fascinating to take a look back over a 12 month period and see what’s changed and what’s been accomplished. So, what’s been happening for me with Educational ICT in 2018?

Google Drive

At school we finally made the move to cloud storage this year, prompted in part by the release of Google Drive File Stream which allows a Mac/PC user to have their files and file hierarchy of their personal and Team drives on their desktop without all the files and data being copied down. This allows Team drives to work like glorified SMB shares in a Mac, with data being pulled down from the cloud as needed and changed being synced back up.

We made the switch with our admin team/SLT first, setting up a series of Team Drives for the different subsets of users and then copying across data from the old Windows shares. Apart from a few problems with files not syncing and the File Stream app needing the occasional restart, it’s been working pretty well!

Following this success, we moved the remainder of our network drives to Google Team Drives in September. It’s a no-brainer in education as it gives you unlimited cloud storage that you can access on a multitude of devices and platforms.

The Google Drive app on iPad is pretty decent enoough, allowing for easy viewing and sharing of files between staff. It doesn’t offer proper integration with the Files app on iPad, so it’s still the case of opening a copy of files in Pages/Keynote/Explain Everything and then uploading to Google Drive when you’re done. As teachers were used to WebDAV before, it works at least comparable to that.

One nice extra feature is the ability to share links to Google Drive files in Slack, which then displays the file itself (so long as you’re using single sign-on with G Suite).

Back the the Mac

Having trialled going #iPadOnly at school, we decided to put some macs back in classrooms for all teachers at the end of the summer term. It felt a little bit like a defeat, but actually was also a relief as iOS can’t yet take the full weight of being the only computer you use. The replacement retina 4K iMacs are lovely machines as well!

Recently, we recycled some rather old 2011 iMacs and instead bought a few of the new 2018 Mac mini’s. They are really fast little computers, with very handsome ‘space grey’ colour scheme.

#iPadOnly

Having said that, I still find that the iPad Pro is an excellent productivity machine, particularly with a keyboard and an Office licence (much as I hate to admit it). But what’s been particularly great is the regular stream of iWork updates from Apple, relentlessly adding in desktop functionality to the iOS version. The fact I can now edit master slides in Keynote, edit conditional formatting in Numbers and even publish eBooks in Pages makes using a ‘proper’ computer increasingly unnecessary.

I hope to be able to roll out some more iPad Pros to teachers, giving them a powerful mobile productivity device with an amazing stylus (perfect for teaching!).

Showbie in KS1

We had the wonderful opportunity of extending our 1:1 programme to include Years 1 and 2 in September, and I decided that we would use Showbie for organising all the learning rather than Seesaw as we’d used previously. Because kids don’t have to log out of Showbie on a 1:1 device, this gets rid of the username and password barrier. I’ve been impressed with how teachers are really making the most of the annotation and voice memo tools in Showbie to really make the most of each learning opportunity. We’re seeing a lot more development in oracy this year!

Shared iPad

With KS1, we also deployed the devices in Shared iPad mode. It’s worked pretty well, although there is a big restriction on the number of apps that can be installed due to the partitioning of space on the devices. There have been a few strange app issues too when moving files around, probably something to do with the Shared iPad mode.

Managed Apple IDs

It was with great joy that I welcomed Tim Cook’s announcement in March 2018 of 200GB of storage for school Managed Apple IDs. We had been using them with students because of the relative ease of making hundreds of Apple IDs at a time, but hadn’t used them with staff because of the 5GB storage limit. With the increase in storage, we moved all staff over to Managed Apple IDs. It wasn’t an easy process, as you basically have to download and re-upload all the photos and documents from one ID to another, but it’s definitely been worth it. Knowing that there’s more than enough storage for teachers, plus the ability to easily reset passwords, is great. Plus it’s free!

Cheaper Education iPads

The March 2018 Apple Education event also brought us the (slightly) cheaper and faster entry level iPad. It’s a great price with a more than decent processor, so it made choosing the device for our 1:1 programme very straight forward. Sure, it’s not got a laminated display or a super-amazing camera, but they seem pretty tough as iPads go (on delivery of our KS1 iPads, one of the pallets had been punctured in transit and one of the iPads was seriously bent by the impact, but yet the screen had not shattered).

#EveryoneCanCreate

This resource was previewed in the summer and was launched at the beginning of the Autumn term. It provides student and teacher guides with suggestions for how you can weave video, photography, drawing and music-making across the curriculum using iPad. I’ve been having a go at some of the resources with some Year 3/4s on a Friday afternoon, and it looks like good stuff. It definitely is Apple’s unique offering for iPad in education.

What have been your highlights?

Going 1:1 using Shared iPad

So, back in 2016 Apple released iOS 9.3 with a slew of features for education. One of these included ‘Shared iPad’ mode, which allowed a single iPad to have multiple logins, giving a personalised experience to using the iPad without having to actually have an iPad each. It worked with a combination of Managed Apple IDs created in Apple School Manager and a sympathetic MDM, as well as requiring iPad Air 2/iPad Mini 4 or better with at least 32GB of storage.

Now, I’m not really sure how many schools actually use Shared iPad. At its inception, the iPad specs were quite high (our 16GB iPad mini 4s don’t have enough storage) and it needed an MDM that actually supported it. It was a year before we had enough newer iPads to even try it out, let alone deploy using it across the school.

Fast forward a couple of years, we were looking at extending our 1:1 programme and I was thinking about how to actually manage and setup the devices. With KS2 classes, we were able to get children to set them up themselves, putting in usernames and passwords as well as Managed Apple IDs. The thought of getting 5-year-olds to type all that in, or to do it for them, wasn’t appealing in the slightest.

Enter Shared iPad. I then had the thought that maybe we could use Shared iPad mode, but with each device only ‘shared’ with one student. The advantages would be:

  1. Easier to set up. Because all the accounts are made in Apple School Manager and then assigned to the iPad using MDM, the initial login process literally involves tapping on the child’s name on the iPad. This signs the child into the iPad with their Managed Apple ID without having to type the whole thing in.
  2. Easier to manage. With our KS2 classes, some students enjoy changing their iPad passcodes and then promptly forgetting what it is. If they then enter the wrong one too many times and then turn the device on and off again, the iPad will not connect to wifi until the correct passcode is entered. Because of this, any MDM command to reset the passcode just won’t get through to the device and so the iPad has to be wiped and re-setup again…which is annoying! With Shared iPad, the passcode is the Managed Apple ID password (which can be set to four digits) and can be reset at any point by the teacher using Apple Classroom.
  3. Harder to break. When an iPad is in Shared iPad mode, there are all sorts of options in Settings that are no longer available. This gives less options for students to accidentally (or on purpose) break things. It also doesn’t let the student log out of their Managed Apple ID, meaning all their data is always going to be synced to iCloud successfully.

So, a month or so in, how’s it going? Here are a few reflections:

  • Initial setup really is easy! Once the devices are all organised and set up in your MDM properly, getting kids started with the devices literally involves tapping on their name, putting in the temporary passcode and then choosing a new one. Compared with setting up iPads normally, this is hugely easier.
  • You really must make sure you wipe the device properly before you begin. iPads these days come with all sorts of apps installed already (such as the Apple Store, GarageBand etc). We found that we couldn’t use our MDM to remove these apps on a Shared iPad device, so it’s important to completely restore devices before you roll them out.
  • You only get so much storage for apps. According to the Education Deployment Guide, a Shared iPad partitions up the space in a fix manner, which you need to be aware of. With a 32GB iPad, for example, 10GB is allocated for the system, 8Gb for apps and then the remaining is split between the number of users that you decide you want cached on the device. As we are only using the devices with one user, this gives 14GB for the user’s documents and data. However, 8GB for apps doesn’t go a long way, particularly if you want GarageBand on the devices.
  • Updating the OS isn’t entirely straightforward. To update to a newer version of iOS, this cannot be done by the user on the device but instead must be done via MDM command. There must be enough space in the ‘apps’ partition for the iOS update installer, and the current user has to be logged out too. Once we had figure this out, updates were a bit easier.
  • Replacing a device is easy. Because Shared iPad mode has the idea of users logging in and out, swapping out a device is as easy as changing a few things in MDM for the replacement iPad and then logging the user back in. All the data for the user is saved to iCloud and so is immediately available for the user.
  • Make sure you turn on ‘Shared iPad’ mode for apps. Some apps need settings turned on in MDM in order to fully work with Shared iPad mode. Follow the links to find out more information about turning this on for Book Creator and Explain Everything.

All in all, I’m glad we’ve given it a go with our KS1 students. I’m still in two minds about whether to extend it to KS2 in a future roll-out: probably the 8GB app limit will be a show-stopper…

Austin Reflections

I had the enormous privilege of attending the Apple Distinguished Educator Worldwide Institute 2018 in July of this year — a huge thank you for my school letting me go and Apple for the invitation! It was an epic four days (plus a good two days of travel to Austin and back), with plenty of insight into where Apple are going in the world of education and lots of inspiration from 370 other amazing educators from around the world, either through workshops and ‘showcase’ presentations or just in conversation over some good Texan food.

The stated theme for the week was about creativity in education, under the banner of the #EveryoneCanCreate hashtag on Twitter. This, along with #AppleEDUchat and #ADE2018, garnered 60 million impressions during the Institute, which in itself was quite remarkable.

An unstated question throughout the week though (perhaps just for me?) was essentially ‘why still bother with iPad?’ With the onslaught of the Chromebook in schools across the US, with its physical keyboard, cheap devices, full desktop browser and comprehensive Google backend, what have Apple got to offer? From the start, ‘creativity’ was the answer to this question.

This kicked off with an intriguing presentation from ‘Marcom’, the marketing and communication team at Apple. Creativity is not something tacked on with Apple, but a core part of their whole approach, with a stated ambition to be at the heart of culture through being the world’s most creatively inspiring brand. This combination of creativity, simplicity and humanity can be seen in the Cannes Grand Prix award-winning advert for the Home Pod. Perhaps even more remarkable is how they made it, doing nearly all special effects ‘in camera’, with amazing effect.

So, if creativity is so important, how do we encourage its use in the classroom? Announced back in March, Apple are making a set of educational resources entitled ‘Everyone Can Create’. We were given a taster of some of the planned lessons ideas and resources around the creative disciplines of drawing, music, photography and video. These really make up the unique offering of iPad in education: you can’t really do film-making, take photos, create music or draw on a Chromebook! The resources seem to be shaping up nicely, providing a ‘way in’ for educators to use the more creative disciplines across the curriculum.

No Institute is complete without the obligatory Project, which this year was around the creativity theme. We were divided into small ‘homeroom’ groups (the US version of ‘tutor groups’) to help shape ideas, with our first task to define what we think creativity means to us as educatiors. You can see ours here. After sharing ideas, we each individually had to make a pitch about our proposed project: mine is to make a short e-book about how we use iPads and Book Creator in science in order to make lessons more interactive. Again, you can see mine on Twitter. Hopefully the finished product will be published soon!

A real highlight of the week was an update from the iWork team, outlining some of the latest updates to Pages, Numbers and Keynote, particularly how you can now create fixed-layout ePub files and draw directly into documents using Apple Pencil (or just a finger if needed). Do check out the helpful tips on how to draw chickens… We also had the absolute treat of a presentation from the Senior Product Manager of GarageBand, including a round of ‘spot which famous pop song uses Apple Loops‘. GarageBand is a remarkable app and full of potential in the classroom, once you get an idea of how to use it. The recently added Toy Box sound pack includes Live Loops with counting in different languages and NASA space travel samples.

Another powerful differentiator with Apple across all their platforms is their deep commitment to accessibility as seen through the extensive features that come built-in. This video about Sady (ADE Class of 2017) is profoundly moving and gets me every time. The fact you can edit on Final Cut Pro X using head switches is remarkable, both on a personal level but also from an engineering perspective. All these tools can be used by anyone, so do take a look in Settings > General > Accessibility or visit apple.com/uk/accessibility/.

On top of all this, Apple has also just released their SchoolWork app, which is basically a more agile classroom learning app for iPad. We got to talk in more detail to and hear from the team behind it, which was useful. It requires Apple School Manager to be set up properly for your school, with both teachers and students on Managed Apple IDs. Once this is in place, it allows you to easily set up collaborative iWork documents with students (either with the whole class or with each student individually). You can also direct students to particular parts of apps, if they support ClassKit. It’s still a first draft I would say, but I am looking forward to giving it a try during the next academic year.

Spending most of a week with such distinguished educators has made me realise that creativity in education isn’t easy. Apple’s tools certainly make it easier to do amazing things, but it still takes a huge amount of effort, hard work and perseverance to make a difference in students’ lives through the quality of education we offer them. A particular mention to Anthony Stirpe and Bianca Woodard, fellow ADEs, for leading a great workshop on how they use video with Clips to teach poetry and sound with GarageBand to explore the history of slavery. It was inspiring!

I’ve come home amazingly grateful for the opportunity I get to lead a 1:1 iPad deployment at my school and determined to continue make learning creative and meaningful to students and teachers alike.