Almost every tech blogger I run across publishes some sort of Top Ten list of iOS apps at some point in their blog. Not to be outdone, I present my own list here, but whether it has ten apps and whether it manages to sell stuff to anyone remains to be seen. With any luck this post will let you see how we’re using iPads as creative devices, not as content delivery devices.
If you’ve been following this blog, you may remember that at the beginning of the 2011-2012 school year I managed to get around 40 iPad 2′s for my students to use. These were given out primarily to my Anatomy students but some found their way into Physics students’ hands as well. If you’re interested in some notes on the deployment check here.
The deployment this year was similar, but was aided greatly by the addition of a Mac Mini as a sync station that students can use to update the apps on their iPads (Last year I had a dedicated local user account on my own Mac laptop to manage the iPads and, well, that sucked).
On to the apps! Here are some apps that we use and some sample learning artifacts from students that should give you a sense of how we are actually using the iPads:
Explain Everything: The iPad is great for drawing on with your fingers and it has a microphone, so why not talk and draw at the same time! That’s the premise behind Explain Everything. Here are some examples from Tiffany and Bethany in my Anatomy class.
WordPress and BlogPress: Since I run a paperless classroom based on student blogs, these apps see a lot of heavy use. Besides the obvious benefits of being able to create and edit blogs on the iPad (I’m using the WordPress app to write this), a secondary benefit is that students without Internet access at home can work on drafts that can be saved on the iPad at home and published once they’re back on the school’s WiFi.
Evernote: If you are familiar with Evernote at all, you know that it can do a lot. It should be no surprise, then, that different students use Evernote in many different ways. Several AP Biology students (including Steven and Mandi) are using it to keep track of some of their long-term experiments, taking both notes and pictures that they then use later in blog posts. Another student and I use a shared Notebook in Evernote to make sure he doesn’t lose his work, which for most of the first quarter seemed to never make it onto his blog. Using Evernote on both of our iPads lets me see his writing, even if it never makes it to his public blog.
Camera: No App Store link is necessary for this one, as long as you’ve got an iPad 2 or later model. The camera allows students to capture both still pictures and video. Some of the uses of pictures taken with the iPad can be seen on Evan’s Chemistry blog where he captures a periodic table scavenger hunt sheet he did and at Ashley’s Anatomy blog where she captures drawings from a histology lab. An example video is this one that Henry shot on his iPad in AP Biology to introduce the class to his viewers.
Skitch: Once students have pictures on the iPad, Skitch can be used to draw and annotate on top of those pictures for artistic and academic purposes. Some examples can be found on Leeanne’s blog and Stephen’s blog.
AirPlay and screen sharing: While not technically an App, one of the built-in features of the newer iPads is the ability to share the iPad screen over an AirPlay connection. In my room we use AirServer on my Mac to project student iPads onto the screen for the whole class to see. This has come in handy several times when those “google moments” happen in the middle of a discussion when a student wants to contribute something they just pulled up on their iPad. Much more about the technical side of AirPlay sharing can be found here.
Vernier Video Physics: I’ve mentioned this app before, but its awesomeness begs for it to be mentioned again. Students take videos of anything in motion and can create motion maps and graphs simply by marking where the object of interest is over time. Here’s an example from a constant velocity buggy lab.
Prezi: If you’ve been a Prezi user as long as I have, you’ll know that it has come a long way from its early days as a spinning, sometimes nausea-inducing replacement for powerpoint. These days there’s a Prezi app, and, while it can’t do everything that the web version can do, it does have some editing capabilities. I have several students currently working on Prezis, and some even prefer working on them on the iPad.
That’s the wrap up of the apps we use most. Sure, there are several science apps on the iPads, too, like our Inkling Hole’s Anatomy textbook, Visible Body, Frog Dissection, and Molecules, but these apps and books are content-specific tools that get used for a special purpose only every now and then. The real workhorse apps seem to be the ones that allow for manipulation of text, images, and video into new forms. These kinds of tools can be applied regardless of the content being discussed and give students creative new ways to show what they know.