iPad: equipment for the school?
By Beat Honegger Döbeli | Aug 10, 2010
Already in March 2010 before the appearance of the real devices has Christian Neff his students asked if they exchange their iPhone for a iPad would .
Now the devices are available and I test for slightly more than two months a copy. A first interim conclusion of this trial can be read on my personal weblog. Here, in my view schulrelevanten aspects:
In terms of the eligibility for the school, it seems relevant, and some properties of their respective opportunities and risks for school purposes to represent iPad, as the concrete product to be examined for school fitness iPad. It focuses in particular on the primary school health.
- Instant-On: A property which the iPad handhelds and smartphones, announces: Just press a button and the iPad is operational. No boats, no significant waking up from standby. What sounds like a small, technical detail has, in my view a major impact on the applications in the classroom: A Kurzeinsatz of 3 minutes or even 30 seconds is effective, it does not lose valuable time until the device is responsive.
- Multi Touch Sensor and Location: Through the multi-touch interface and the position sensor is the use of direct: I need no keyboard or mouse, and I run my fingers there, something will happen where. With such interfaces from the curriculum of the item entitled "Can mouse to move and click the" deleted again be in place before he was introduced at all anywhere. Already a two-year can best deal with the touchscreen.
- Multi-touch, position sensor and lack of keyboard: I've noticed how often the device in the last two months has been used in small groups, whether in meetings, private with friends or as mentioned above by a group of children. Among other things seem to me to multi-touch, position sensor and lack of keyboard use to promote groups: All can manipulate with the fingers, the position sensor allows a reorient the screen by slightly tilting the device, and the lack of a keyboard is also equal to the "correct" use of position away.
I'm not sure whether to sixth grade is the absence of a hardware keyboard is a problem, or whether the existing requirements in Softtastatur not sufficient. - Duration: The iPhone battery is the battery life of the injured iPad 10h continuous use with stunning course. For the school this means: If the devices are loaded in the morning, it takes all day no power adapter.
- Silence: No fan, no hard drive, no noise. What is already in a single device both at home as comfortable in meetings is certainly true in a 1:1 setting.
- App Store is the only (legal) installation option for Software: The one of a more abstract education and social policy level problematic on gatekeeper function (see the earlier post is the closed, proprietary iDevice system makes sense for schools? ) of Apple, which finally can decide what software may run on the iPad and which are not, of course, have facilitated the specific school: There are not viruses or other malicious programs or systemschädigende in circulation (or almost no ...). As early primary school children can thus be granted the right to install themselves programs without the same result the entire system be set up from scratch.
School Summary: For me, the iPad a currently good archetype for a counter concept to notebooks and netbooks dar. The technical details and types of devices will evolve, but as an approximation I could certainly dichotomy present a: handheld tablet devices for primary school, Net and Notebooks with hardware keyboard (and multi-touch ...) from lower secondary
Topics: Infrastructure , iPhone | 1 Comment »
The project school in the clouds
By Beat Honegger Döbeli | Jul 14, 2010
On the way to the PLE - Conference in Barcelona, I'm flying in the Swiss Computer Magazine anthracite on hand made, which rested in the Zurich airport. Some on the lake when I went Article Internet and e-learning in the school reached:
An interview with Corinne Schmidt and Nadja Dober from the project school in Goldau 
Topics: Uncategorized | 1 Comment »
The PLE Conference 2010
By Beat Honegger Döbeli | July 8, 2010
English: At the moment I'm attending The PLE Conference 2010 in Barcelona.This morning I presented the iPhone project at the conference in the session about mobile personal learning environments:
For those interested, you can download the paper or have a look at the slides .
German: I am currently in the conference called The PLE Conference 2010 in Barcelona. This morning I introduced the iPhone project. As I have indicated, the address of this weblog also, I refer now to the appropriate paper and transparencies.
Topics: Uncategorized , iPhone | Comment »No
What amazed visitors from abroad
By Beat Honegger Döbeli | Jun 24, 2010
The iPhone Project pushes abroad with keen interest. Several occasions, the project was visited by foreign guests, for example, in April 2010 by a delegation of the College of Education Styria (Austria):
The visitors from abroad are usually very excited to see, as is for now teaches with iPhones. Most sticks but their attention to very different aspects, after they enter the schoolhouse. For example, foreign visits have asked in amazement, except when the break is over and the students would return to the classroom. They could our response, if they were just right in the lesson - namely, in the weekly lesson plan is not almost believe - because it would be inconceivable to you that school children should leave the classroom teaching the while - for reasons of supervision. For a similar reason, another visit was very surprised: The class teacher let a school child to climb a ladder to pick up something from a cupboard: Unthinkable in the country of visit.
Sun School visits from abroad like many formative memories home with you, who do nothing to foreground the use of iPhones. It is among other things, the realization that school is influenced by social, political and administrative framework.
Even for us, these visits are very valuable because they open our eyes to aspects of the project, which we take for granted. These two episodes show me that the iPhone project is possible in an environment where there is trust from various quarters: from the society at school, from school to the teacher, the teacher to the students and the parents of the school , the teacher and their own children. And that's probably more important than the iPhone.
Topics: education , iPhone | Comment »No
Visit the Physicians for the Environment
By Beat Honegger Döbeli | Jun 24, 2010
The issue of a possible health risk to the children of the iPhone class-tracking the project since the beginning. This is particularly the issue of radiation exposure in the foreground, other issues such as addiction or lack of exercise but are also discussed. Regarding radiation exposure, we have both in the planning and in the transposition and implementation phase a number of technical, organizational and educational measures taken as (details here ).
By the end of 2009, we have the working electro-magnetic fields of the Society for Environmental Medical Association (AefU) contacted and are interested in the iPhone project. In April 2010 there was a school and a subsequent discussion of AefU-representatives with the project, the class teacher, the school principal and the responsible school inspector. The project presented the goals and objectives of the project and the measures of prevention efforts, the representatives of AefU made possible health problems and put forward relevant for optimization. Both sides were satisfied at the end of the conversation won with the findings and stressed the importance of such exchanges. No agreement could be found, however, when weighing the opportunities and potentials of such a project.
In her letter, following the school, the Working electromagnetic fields found words of praise for the project:
Dear Mr. Döbeli,
We want to thank you for letting us insight iPhone project grants have in. We could feel how much you heart and soul as a project manager and Mr. Neff as a teacher bring to the project and how carefully and seriously the children's project led to this through. You have shown us that the students and pupils of your iPhone project have learned to use computers competently retail didactically skilful that media education topics can be taught through the practical application and that the children are instructed exemplary strahlenreduziert use their iPhone. For this purpose we would like to express a heartfelt compliment you.
At the same time, the working group, however, also once again point to the possible danger from electromagnetic radiation and referred to recommendations by the working group:
The AefU would welcome it if the environmental aspects and ICT in the school involved would-health. Both at structural level (cabling, distance, leaky cables) and in the selection of Geräteschaft (eg lower SAR value, TCO standards) and the device usage and in the instructional design is a great potential of the field stress to minimize and to also save energy.
Further information:
- Working electromagnetic fields with detailed information on legal and scientific aspects of electromagnetic radiation in Switzerland
- Ask the Working electromagnetic fields AefU (PDF) following the visit to the school project Goldau (April 2010)
- Electromagnetic pollution in the school (PDF) : Brochure of the working electro-magnetic fields of the AefU
Topics: education , iPhone | Comment »No
iOS 4
By Christian Neff | Jun 21, 2010
The iPhone-class looks forward to the update today to iOS4. But since we have the 3G, the change will probably not be as great. The students voluntarily blogging about the update on a Wordpress page .
Topics: Uncategorized , iPhone | 1 Comment »
School
By Christian Neff | Jun 17, 2010
The sleep phase alarm clock woke me again today my iPhone far too early, but manages to stand up better when one is not caught in a deep sleep by the alarm clock. The "Sleep Cycle" was recommended to me by a student - he uses it well.
On the way to school I look at the status messages of the students.
It is easy to see that yesterday's 1-0 win over Spain at the World Cup has moved all of them. Thanks to the status messages, I often find out what the children are so interested, or what they may have. Even some good conversation is caused. Heading of course, still the emails are checked briefly and contacted the 20min short.
In school, I open a new WordPress blog, on which the students about the innovations of the report should iOS4 on Monday, then I prepare the weekly schedule for next week.
A quarter of an hour before school starts reminds me a reminder on the iPhone, but still go into the staff room for morning coffee.
After the first ringing the school bell, I go back into the room and was greeted by a proud Swiss - many tell of their experiences during and after the match, a proudly shows me a video of the Huptour through our village after the Natisieg. One shows me a caricature of the match, which he has downloaded in the morning:
There would probably still a lot to tell, but weekly planning is coming and I have to remind the students unlikely to work - it is their time and the use they want. Between the Explain Correct and I make a short tour: some work in the book, others write a text on the PC (and a look straight at the iPhone-Duden one word), several learning French vocabulary, make some mental arithmetic on the iPhone. One student hears a French text on the iPod and solves the exercises to the "Cahier d'exercices. In front of the classroom a student reads a text to him with the voice recorder to record and then mail it to me. A student performs the current dictation via podcast and I urge that no single work should be solved in the group room.
In between, I sync iPhone over again, because I want to be ready for the launch of iOS4 on Monday - we all are tense, what sticks out for an "old" 3G yet.
At a parents' letter, which I archive must have a mother or written down a question: "I am assuming that you are responsible for control." I wonder how am I to tell the mother that is so OK. Should I write an SMS, call them, write on the note and reclaim the future again? The student has the idea, "they write it down, I take a picture and show it to my mother." Perfect - this is for me not work!
The alarm clock rings and calls us to change the classroom (handmade works at is). Half the class goes to another school, the other with me in the workroom. There, the iPhone plays little role. But I am surprised that no one gets the idea to google the solution to the problem (with parallel control car). Soon the bell rings for break, some more quickly check the emails and then go outside. The iPhone remains as always inside. After the break, all work hard at work, in the end be photographed some works, so they can be shown at home.
It rings, most go home, but some still remain and see the latest Apps. Today, especially for the World Cup. Thanks to the students I get to know a lot of apps that can do so too. The crazy thing is: they look almost exclusively free programs. Three students still play a virtual game of football - the Switzerland wins skyscraper several times (if this is not a good omen).
After everyone left, I discover two iPhones in the cradle. Some of the instruments both in the classroom - sometimes even over the weekend! After last weekend showed me his iPhone and said a slyly: "Look what happens when the iPhone can be here." He had eleven missed calls. That is unspectacular, but his deal with it already: He did not even know who it was, but began to work on weekly schedule. I could not.
After lunch we meet unusually in the neighboring village. A child does not know exactly where and asks me via WhatsApp. Send a pin like all the (place on the map) by mail. All were there.
On the way to Arth, we rehearse the shot with the works produced in the boomerang. Some get it out not so well and do not know exactly what is the attitude and position in the litter. I then send them a picture with the litter items and corrective actions.
In Arth, we visit the gallery Meier and see the exhibition of my former drawing teacher Franz Bucher on. He is thrilled with how the pictures and photograph the students as they fulfill the order. Then, there is an interview of the artist, which I had prepared with the students the day before. There are five open questions and the responses according to length. The children will write down this interview next week - we have already practiced once with a bogus interview. So that they can remember, they take the spoken to - it looked around, like at a major press conference ...
Following the five prepared questions the children want to know very much. Franz Bucher notes that the children seem to have a right knowledge of him. One student explains, "I have just googled this morning yet!"
After everyone has written in the guestbook, says Franz Bucher, students enthusiastically, as they are interested in how decent they were and how great they were. A praise that has done me very well! After a brief review of the afternoon I dismiss the children from the gallery and they must go home alone. One student still reminds all that it could rain per rainfall picture of the Landi-App soon. One student proclaimed that Argentina leads 4-1, another begins immediately on BlickTV mitzuschauen live (who have the really looked up only after the gallery visit!).
I have subsequently learned yet that some of the "mom-taxi for calling" - that would thematize have to, because I think they could have been quiet! Too bad that there are parents, remember that not that they do their children no favors with this favor really.
On the way I talk to some students, football, orienteering, the Europa Park, the breaks, the school transfer and .... not about the iPhone. When I get home, I get an SMS of a child who is grateful for the great afternoon. Later one of a student who has forgotten to tell me that it comes tomorrow later in the school because she still has a dentist appointment.
Now I sit here and write this post. It seems unreal, like the iPhone integrated into daily life is. Sometimes it seems to me something almost banal. There is no hype around the device exists, but it is simply used, where you can do it or where it is fun. Nevertheless, it seems to me that the children can be without the device. I think there comes a generation that shows us how to deal with digital companions.
Topics: experience , lessons , iPhone | 3 Comments »
Personal iPod touch for eight year
By Beat Honegger Döbeli | Jun 15, 2010
Today I am European school projects have been carefully made two on the same, in which personal handheld type iPod Touch used to come from:
- Peter Sykora in Vienna ( newspaper article )
- Peter Barrett in England ( blog posting with video:)
These projects show that we are not even in Europe are completely alone with our ideas and personal handheld devices that can already make good use at eight. I look forward to the exchange with related projects!
(Thanks for the comments to Peter Micheuz and Beat Küng )
Topics: iPhone | Comment »No
IPhone Central Regionaljournal attended class
By Beat Honegger Döbeli | May 18, 2010
The Central Regionaljournal of Swiss Radio DRS was interested in the experiences of the project school Goldau after 9 months of personal iPhones. Michael Zezzi has about Monday morning after spring break, the class 5c visited on them and a ten-minute radio report made. This coming school students, the classroom teacher and the project leader to speak.
PS: The contribution is only spoken Swiss German. A special treat for foreign audience, .
Update: On Saturday, 05/22/2010 and Sunday, 23.5.2010 was in the broadcast Regional - Diagonal a three-minute short version of the article sent.
Topics: iPhone | Comment »No
Art with iPhone
By Gisela Neff | Apr 29, 2010
The Pictorial figures I spent with the class in the gallery Meier in Arth . The images of the Viennese painter Awad Krayem students have fascinated (This exhibition is the way, even to 8 May 2010).
From the, at first glance, non-representational painting in various colors, usually with a dominant primary color, develop detailed look at the figures. We discover for example in an image quite a lot of goats and in another painting people come to the fore. Refined, abstract and yet very much alive.
After the exchange of the various impressions and preferences, I gave the children the job of photographing her favorite picture and with the help of the " Color Magic Deluxe "iPhone to change on her, and for them to highlight the important details. This work was all fun and engagement with the artist's work was thus much more intense.
Here are a few examples to consider:
Topics: apps / programs , classes , iPhone | 2 Comments »
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