Buying your iPads

iPads

There are three key factors in determining your supplier: price, availability of stock and support. I also include location as a fourth, but slightly less crucial, factor.

There are a number of suppliers available, from Apple direct to a wide range of Apple resellers.

 

Price

You should expect to secure a discount on the iPads and any accessories that you need. The size of discount you will get will vary, but the chances are you will be able to persuade any Apple reseller to price match their competitors. My experience was that Apple direct are unwilling to match the price of the resellers.

 

Availability of stock

Most of the Apple resellers will probably suffer from shortages of iPads and other Apple products at certain times of the year. This is especially the case around Christmas and following the release of a new product. It is worth discussing with any potential supplier whether they will be able to fulfil your needs and if they can what is the timescale.

 

Support

Many of the larger suppliers will have a dedicated education team with an Apple Distinguished Educator (ADE) on the staff. The ADE will be able to provide support and training. If you spend enough money in one go you will be able to receive a day’s free training.

 

Location

There are advantages in having a supplier on your doorstep as it will make accessing the support much easier. For the majority of schools their suppliers will all be located some distance away, but it is still worth considering if they are located close enough to make visiting the school in one day a possibility.

 

Choosing which iPad to buy

At the moment there are two types (generations) of iPads available: the iPad 2 and the iPad (whilst Apple simply call it the iPad it is referred to by many as the iPad 3, iPad retina display or 4th generation iPad!).

The key differences between the two can be summarised by the following:

 

iPad 2 iPad Verdict
Display A good quality screen, but not quite as sharp as the iPad 3 “Retina” display where individual pixels can’t be seen. iPad 3 screen is beautiful and sharp. Will it make a difference to teaching as the iPad 2′s is certainly adequate.
Processor 1Gz dual core processor with 512MB of RAM 1Gz dual core processor with 1000MB of RAM and a quad core graphics unit. It means that the iPad 3 will run a bit quicker (although some bench marking tests show the iPad 2 is quicker). You will notice the difference playing high end games
Siri Not available A voice activated assistant You maybe glad of its absence in the classroom!
Price (16GB) £329 £399 Not an insignificant difference especially when buying in bulk.
Camera 0.7 megapixel 5.0 megapixel Whilst the iPad 2 can record video in HD the iPad 3′s is significantly better.
Battery life Lasts longer in all of the tests. The better screen and processor use the bigger battery quicker. An obvious advantage for the iPad 2

The prices quoted in the table above are the recommended retail prices that include VAT. I have already mentioned that you should secure a discount and the school will not have to pay VAT.

 

Protecting the iPads: cases

Whilst there are no moving parts to break, the iPad does have beautiful, shiny screen that must be protected. You have probably read some of the horror stories that certain newspapers like to publish about massive percentages of iPads being broken by spoilt brats!

There is a very wide range of cases produced Buy Viagra by Apple and a number of different suppliers. The iPad cases generally will protect the iPad body and have a flip cover that protects the screen when closed and can be used as a stand when open.

If buying a class set you will probably wish to purchase identical cases whereas if you opt for a 1 to 1 approach then you may want to give students the freedom to choose from a range of recommended cases. Your iPad supplier should be able to give you a generous discount on cases.

 

Protecting the iPads: insurance

To guard against damage, loss or theft it is possible to take two approaches to insurance: self-insurance or to use an insurance company.

It is possible to purchase insurance for the iPads that insures against accidental damage, loss or theft. These policies can normally be purchased for any period between one and four years. You can expect to pay around £20 a year for this insurance with the per year cost falling for longer policy lengths.

Self insurance means that you don’t have to pay any insurance costs upfront, but you would have to pay out each time for the life of the iPad. If you buy iPad 2s at a cost of £250 per unit and insurance costs £62.50 for four years it will be cheaper to self-insure if you have to replace fewer than 1 in 4 iPads over that time period. This is obviously the riskier option, but it could work out to be the cheaper option over the four years.

 

My approach to buying your iPads

I contacted a number of resellers in addition to Apple directly. I found that the resellers all quoted around the same price and were certainly willing to price match their competitors. Apple themselves were the most expensive and unwilling to price match. I was then left with making a choice based upon the other factors I have already highlighted. I found a number of resellers were very supportive of the educational market and had an Apple Distinguished Educator (ADE) on the staff who would be able to support us after we had made any purchases. I am delighted with the company I have chosen to work with as I feel that they genuinely want to assist our school in achieving our vision; this is something that permeates throughout the business from the owner. They are also close enough to enable the ADE to visit our school in one day.

I have purchased iPad 2s for our staff and class sets. I did not feel that the extra cost of the retina display and a faster processor could be justified (£1,500 extra for one class set).

We have also bought iPads for those students entitled to Pupil Premium. I have bought iPad 3s for these students as well as paying for the insurance for the duration of their time at our school.

I have chosen two types of cases for our class sets. Both have a protective back cover and a magnetic front cover. I avoided the Apple Smart Case due to their higher cost than 3rd party suppliers.

We have opted to self insure at the moment. We haven’t had any damage to our iPads so far – I may just have been lucky! If we move to a 1 to 1 scheme I would insure the iPads for the duration of the student’s time with us.

 

Buying your iPads checklist

  • Decide upon a supplier
  • Choose which iPads to purchase
  • Choose which case to buy for the iPads
  • Make the decision between an insurance company and self-insurance
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Why choose iPads

Best_tablets

 

Image from PC Advisor

Why choose iPads?

This is a question you will be asked a lot! There are alternatives to tablets and there lots of tablets on offer in a highly competitive market. You will need a well rehearsed statement that justifies your decision; share it as often as you can and encourage those you work closely with to do the same. This is a decision that I didn’t come to quickly or easily, but I believe the iPad offered the best solution to my school at this point in time.

 

Tablets v computer rooms

There has been a fundamental shift in the way teachers that want to use ICT; colleagues often don’t need access to computers for a whole lesson and they are often filling time with ICT tasks because they feel the need to use the computers they have booked or the layout of an ICT suite prevents the students from working in any other way. This is a wasteful use of expensive equipment and the room. A lot of teaching time will be wasted in ICT rooms given the time it takes for a class to move rooms and successfully log on

Tablets allow teachers to stay in their classrooms and use them as and when required. This will enable the computer rooms to be used by those teachers and students who need access to the PCs in there.

 

Tablets v laptops

Any teacher will tell you that every lesson is a race against the clock as we aim to complete schemes of learning in the prescribed time.  Tablets allow for a much more seamless transition between activities that require technology and those that don’t.

Laptops, compared to tablets, take longer to boot up, take up more space on the desk and weigh considerably more.  They also create a barrier between the students and teacher in the class, whereas the tablets lead to a far more open environment. Tablets don’t have the moving parts that a laptop have and are therefore more robust and less likely to break over time.

 

iPads v other tablets

The decision for me was essentially between an iPad and one of the many Android tablets available. The obvious downside to the iPad is its higher cost than the Android counterparts. Many cite that the “locked nature” of the iPad, meaning that it is difficult to modify and attach external storage to it, is a disadvantage, but with 1200 tech savvy and curious students this was perceived to be a potential advantage!

The range of apps available for the iPad that can transform teaching and learning is greater. Apple is also far more rigorous in the checks that an app has to go through before it’s allowed on the App Store than its Android counterpart; this would leave students less vulnerable as they would not have access to inappropriate apps.

I will look at Apple TV in greater detail later on, but they were another significant factor in choosing the iPad.

The other big competitor to have entered the tablet market is Microsoft’s Surface. I want the tablet to empower students and enable them to become creators of their own learning through videos, digital storytelling, and eBooks. I feel that the iPad and its apps better support this vision at this point in time. Microsoft’s Surface maybe closer to having a computer, but I believe teaching and learning can be better enhanced by having the flexibility of the iPad in the students’ hands.

The iPad performs the basic functions of a computer pretty well, but it is also a recording and editing suite for videos, music, text and images that has the ability to publish to a wide range of different platforms.

 

Dealing with the naysayers

You will no doubt hear from those who will regale tales of their youth where they managed to learn without iPads and still managed to make a success of themselves. You should remind yourself, and others, of your vision and how you are preparing students for a world in which ICT is embedded and competition for jobs is on a global scale. Patrick Larkin, an American Princpal, replied to a letter criticising his iPad pilot and the fact great minds had been productive without them with the following, “I agree with some of what you say, but the point is that none of the creators of classic work that you mentioned had is hgh a steroid the opportunity to use technology like an iPad.  While I have no problem with pencil and paper or someone who prefers to get a task done with those tools, I think we have to face the fact that the world has changed and that the jobs that our students will be working in will probably not be employing paper and pencils. Learning happens and it happens in many more ways than what you and I were programmed to think in our traditional experiences.

Having said this, I think that the role of public education is to prepare students for the real world. The fact of the matter is that the people outside of our schools, in the real world, are using these tools more and more. My doctor walks into the exam room with an iPad in his hand and the pilot who flew the last plane I traveled on also utilized an iPad in lieu of his old flight manual.

Whether we like it or not, I think that the our students need experiences utilizing modern resources like tablets or whatever comes next. While I do not think technology can be used to do everything (i.e. DaVinci’s masterpieces), I am pretty sure these great minds would have taken advantage of modern technology. In fact, I am thinking that Plato would have been much happier with a pencil that had an eraser instead of something along the lines of a metal stylus that was probably in his hands at the time.”

 

My approach to why choose iPads

My school doesn’t have enough computer rooms to match the demand by teachers. Almost every computer room is used to full capacity and there is a greater need for ICT facilities. We don’t have the space to convert classrooms into computer rooms as the school is full and every room is fully utilised. This, coupled with my belief about how computers are being used in school, meant that increasing the number of computer rooms wasn’t an option.

Given that my vision is based upon the movement towards a 1 to 1 scenario, I felt the weight of laptops was the main reason to discount them. The other option I looked into was Google’s Chromebooks. These were an attractive option as the school has moved to Google Apps and students and staff are making increased use of the Google suite of products. The downside for me of the Chromebooks (and additional disadvantages of laptops) were the barrier they placed between the teacher and student in the classroom and the number of moving parts in them that could be broken.

This left me convinced that tablets would be the best option for the school. They are light, turn on instantly, sit on the desk like a book and have two way facing cameras. This left the question of what tablet to go for.

I have explained my choice of tablet above. This proved to be the most controversial of my choices. There were a few individuals who felt that Android was the better option or that we should wait and see what happens over the next couple of years. I am confident that I have made the best decision at this point in time. I am not naive enough to say that the iPad will always be my tablet of choice, but it certainly is now. I am also confident that there are gains to be enjoyed in teaching and learning now and they are significant enough to justify making a decision now whilst others sit on the fence.

When I was asked the question about why was I looking at introducing mobile technology into the school I would refer to my vision and belief in the fact that it would benefit teaching and learning. I also felt that it was a significantly cheaper and more appropriate way of introducing more ICT into the school. If we hadn’t moved towards the iPad pilot we would have been looking at ways of adding an additional computer room into the school. That would have been extremely expensive, very difficult to do, but I would bet it would have generated fewer questions about costs!

 

Why choose iPads checklist

  • Have a clear rationale for choosing iPads over competing technologies.
  • Share that rationale and encourage those you work with to do the same.
  • Prepare your answer to the question of why do you need mobile technologies at all.
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Creating a vision for the future use of ICT – Introducing iPads into a school

Your vision will present a compelling rationale for change. It will describe the benefits of committing time and funds to the project. You will return to it frequently to check the principles behind your decision making. The following list will provide you with some starting points for your vision:

  • To enhance the learning that takes place both within and outside of the classroom.
  • To provide students with an easily accessible Internet connection that will enable them to take advantage of the world of online learning.
  • To reduce spending on other areas of ICT hardware in the school.
  • To respond to the offer being made by competitor schools.

Once articulated, the vision should be shared with the Senior Leadership Team (SLT), in the first instance, to test and establish its credibility before being shared more widely.

It is also vital to ascertain whether the project is financially viable. There are cost savings to help justify expenditure over time but there will be significant start-up costs in the first few months. Calculating these costs is covered in detail in later sections; your decisions will be shaped by your budget.

It is important to keep your governors fully informed; you will be asking them to commit funds over the coming months. Get them on board and engaging with your vision from the outset. Attend governing body meetings, model the use of the iPad for presentations and demonstrate their advantages. It is likely that you will be known as an “early-adopter” but the iPad’s ubiquity today will be compelling. You may be fortunate enough to have Governors who use them professionally.

The vision should also be shared more widely: heads of department, pastoral leaders and the whole staff. Listen to their feedback and be prepared to answer their questions and discuss their concerns.

I would also advise you to share your thoughts with parents. You may be able to do this via a parents’ forum or PTFA group. Bring the community’s words into the vision statement when possible. Few will argue that doing nothing is the answer.

My approach to creating a vision for the future use of ICT

I spent some time putting together the vision for the direction of ICT in school:

As an outstanding school with outstanding teaching we are exploring ways to improve teaching cialis online and learning in our classrooms.  It is my belief that tablets provide this opportunity, but we must undertake a full evaluation of their use and potential rather than introduce them simply because they are available.

The main teaching and learning drivers for developing an iPad 1:1 delivery model are:

  • an additional tool to enhance learning in the classroom
  • provide access to technology and the internet 24/7
  • to support personalised learning in school and at home.

I then wrote of the need for us to invest in a high specification wifi network that would require a full site survey.

It was then important to highlight the possible next steps we could take once the wifi network was established in school:

  • Enable students to utilise their own devices – a bring your own device approach.
  • Set up a scheme that allows parents to buy a device that their children will be able to use in school and at home.
  • The school buys each student a device that they can use in school and at home.

I provided a number of different costing scenarios for purchasing iPads and outlined my commitment to Free School Meal students (this was later amended to Pupil Premium students).

This is the timeline that I followed in the early stages of the iPad pilot.

When Action
March Wrote the ICT vision
Shared with SLT
April Shared the vision with all governors, staff and parents.
May Search for suppliers of iPads.
Advertised for interested staff to take part in the iPad pilot.
June Set up classroom with wifi for the pilot
Training given to pilot staff by Apple Distinguished Educator.
Pilot in one classroom begins.
Put together tender document for school wide wifi.
Weekly meeting with teachers involved in the pilot.
July Review the tenders and select a company to undertake the wifi installation.
Summer Wifi installation takes place

 

Creating a vision for the future use of ICT checklist

  • Create vision
  • Discuss vision with SLT
  • Calculate approximate costs
  • Can the school afford to go ahead with this project?
  • Share vision with governors
  • Share vision with staff
  • Share vision with parents

 

* I shared the outline for this series of posts about introducing iPads into schools in a previous post:  “a commitment to write a guide to: Introducing iPads into your school”

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A commitment to write a guide to: Introducing iPads into your school

Apple Store Covent Garden

Wooly Matt via Compfight

Will a public declaration to do something encourage me to actually do it? I hope so.  The following is my planning – I have highlighted chapter headings and sub headings.  These may change as I go on, but they will hopefully guide me as I progress.

I will publish each chapter on here as I go and I’m not entirely sure what I’ll do with the final version.  I will try and ensure it is accessible to other.  I would welcome your thoughts and feedback.

Introduction

Creating a vision for the future use of ICT

  • My approach to creating a vision for the future use of ICT
  • Creating a vision for the future use of ICT checklist

Why choose iPads?

  • Tablets v computer rooms
  • Tablets v laptops
  • iPads v other tablets
  • Dealing with the naysayers
  • My approach to why choose iPads
  • Why choose iPads checklist

Getting the infrastructure right

  • The tender process
  • Choosing a broadband connection
  • Type and size of connection
  • My approach to getting the infrastructure right
  • Getting the infrastructure right checklist

Buying your iPads

  • Price
  • Availability of stock
  • Support
  • Location
  • Choosing which iPad to buy
  • Protecting the iPads: cases
  • Protecting the iPads: insurance
  • My approach to buying your iPads
  • Buying your iPads checklist

Apple TVs

Staff training

  • My approach to staff training
  • Staff training checklist

Ongoing support for staff and students

  • Genius Bar
  • Digital leaders
  • Teacher learning communities
  • My approach to ongoing support for staff and students
  • Ongoing support for staff and students checklist

Setting up the iPads

  • My approach to Setting up the iPads
  • Setting up the iPads checklist

Running a pilot

  • Pilot with teacher enthusiasts
  • Pilots with a nominated class
  • My approach to running a pilot
  • Running a pilot checklist

Moving towards a 1 to 1 roll out

  • Paying for the 1 to 1 roll out
  • My approach to moving towards a 1 to 1 roll out
  • Moving towards a 1 to 1 roll out checklist

A bring your own device policy (BYOD)

  • My approach to a bring your own device policy (BYOD)
  • A bring your own device policy (BYOD) checklist

A guide to 11 essential apps

  • Safari
  • Keynote
  • Quesco
  • Popplet
  • iMovie
  • Explain everything
  • Google street view and maps
  • Book creator
  • Evernote
  • Socrative
  • Showbie

Other apps that can be used across the curriculum

  • iTunesU
  • Pages
  • Numbers
  • GarageBand
  • Camera
  • iBooks
  • QR reader
  • Puffin
  • iPlayer
  • Twitter
  • Evernote
  • Skitch
  • Google drive
  • Comic Life
  • I can animate
  • Skype
  • Khan Academy
  • TED talks
  • Quickoffice
  • Prezi

Flipped learning

Appendix 1: A tender document for a school wide wireless system

 

 

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Flipped Learning

What is flipped learning?

Traditional teaching is based upon the transfer of knowledge in the class and then students assimilate that information outside of the classroom.

Flipped learning puts the transfer of knowledge of outside of the classroom, thereby enabling the teacher to focus upon the analysis, evaluation and creation using that knowledge during contact time.

bloomsposter

Source: http://blog.learningtoday.com/blog/bid/22740/Bloom-s-Taxonomy-Poster-for-Elementary-Teachers

 

How I use flipped learning

I have been using techniques that are under the flipped learning umbrella for some time now, refining my technique as I read or heard from other practitioners.  I was recently privileged enough to listen to Prof. Mazur at the SSAT National Conference who really clarified my think on flipped learning.

I teach A level economics and utilize flipped learning to maximize the impact of my classroom time with the students.  Students are asked to learn the material at home using notes with questions and links to explanatory videos on YouTube.

Class time is then used ensure understanding and provide opportunities to use the acquired knowledge.

One way I am able to do this in lessons is using multiple choice questions and the Socrative App (you can read/watch my guide to Scorative as it was featured as one of my apps of the week).

I display a multiple choice question on the board and ask students to answer via the Socrative mobile site.  I am able to see their responses in real time.

When they have finished answering (I give them a specified time frame) I check the results.  I will then ask them to discuss their response with somebody else in the class.  They need to find another student with a different answer and then convince them of why their response is correct.  This enables a discussion between two students who are recent learners.  The students are more likely to be able to explain the right answer because they have only just learnt it and know what the difficulties are in understanding it.  This can help overcome the issues that some have in explaining something that comes naturally to them; this is something Steven Pinker describes as the curse of knowledge plantiffs who won their viagra lawsuit in court in 2010 (I am quite sure that many would say that I’m doubly cursed: I don’t have the knowledge and are still unable to explain something…!).

For this part to be successful you will ideally want between 30% and 75% of the students to have initially answered the question correctly.  If it’s more than that a brief explanation from the teacher may suffice.  Any less than 30% you may find the critical mass of students are convincing others of the wrong answer!

Once students have had the opportunity to discuss their responses you should reset the question and allow them answer the same question again.  Hopefully you will see a dramatic shift towards the correct answer.

There maybe a need to explain the answer at this point.  I will usually ask a student who got the answer incorrect initially to outline how they answered the question.  Again this is getting a student to use their experience of just learning something to help others in the class understand.

This process can be summarised below:

Flipped

By getting the students to take part in this form of learning they:

  • Made a commitment to answering the question / undertaking the task as they have to register a response.
  • Share their answer with others.
  • Moved from simply answering the question to having to explain their reasoning behind their answer.
  • Became emotionally involved in the question and the learning process.

 

Impact of flipped learning

When I use flipped learning techniques I find there is a different level of energy in the classroom.  Students are passionate about sharing their learning and I have seen a significant increase in the levels of engagement.

I hope this overcomes the issues that Harvard’s Professor Mazur highlighted when looking at the levels of students’ brain activity.  The chart below shows the levels of brain activity whilst studying or doing homework.

Flipped 2

This one shows levels of activity during sleep.

Flipped 3

Whilst this shows the levels of brain activity during classes.  As you can see it is almost non-existent!

Flipped 4

The only period during the day when students displayed similar levels of brain activity was whilst watching television.

Flipped 5

 

 

 

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iPad App of the Week Socrative

Socrative enables you to get real time responses from classes.  You can view responses in real time using their app.  There are great features in the app – you get set multiple choice questions, short vigrx results answer questions, team quizes.  It only takes two minutes to set up and you students don’t need accounts to use it.  Have a look at the video below to see how I use it.

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iPad App of the Week – Explain Everything

For starters, Explain Everything is an app that allows you to use the iPad as an interactive whiteboard (with an Apple TV to mirror the display on a projector).  You can import files, such as PowerPoint, Keynote and images, from dropbox and other services.  This is just the start!  You can save your annotations on the existing or blank slides or add a voice over to cialis no rx create a movie.

Example of use in the classroom

Do a maths solution, chemistry question etc on the whiteboards with a voice over.  This can then be uploaded to You Tube for students to review at their leisure.

 

This video is a basic overview of how you can use Explain Everything

This is a video I produced for my Year 13 Economists using Explain Everything.

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iPad Apps for the classroom

I have been working on a Google Doc with my favourite apps for enhancing teaching and learning.  I have also been experimenting with “how to” videos, but more about that in another post…  In this presentation you will find a whole host of different Levitra apps and some examples of how you could use them in the classroom.  At the moment there are a couple of videos embedded that should help you get to grips with some of the apps

You can view the full sized presentation here.

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Learning in the hands of students

This post is a copy of a paper I wrote for the iNet Educator Online Conference – the original is available here.  Comments on the paper are available here.

This essay will describe how Devonport High School for Boys (DHSB) has undertaken a project with its students to develop an app for use on ipods, iphones, ipads and Android devices.  The app, which is now available in the iTunes store, provides students and parents with a wealth of information about their learning including rewards, sanctions, revision materials, attendance and a homework organiser.

DHSB has a school development plan that highlights the importance of enterprise and creativity; this applies equally to staff and students.

SDP

The school’s virtual learning environment (VLE) is supplied by Frog and each night students and parents are able to access updated information about that day’s rewards, sanctions and attendance which enable conversations about learning and school to take place at home (see screenshot below).  This supports our belief in the key tripartite relationship of school, students and parents. 

VLE parent view

In investigating ways of making the information more readily accessible to parents and students.  I conducted some research with both groups to find out how we could make it easier to access the information: the resounding answer was a mobile friendly site.

Following my research a Year 10 student, James, came to speak to me because he wanted to get involved in developing a mobile vle for the school.  He had some previous programming experience, but he hadn’t worked on a mobile site or an Apple app.  Another student, Ben (Year 11) who enjoyed graphic design, approached me about helping with the design of the site. 

Together, using the feedback from the vle’s users, we planned what the new mobile site should contain.  James and Ben felt that an app that could be distributed on the Apple Store would be a brilliant solution for many of our users – the only problem was nobody had any coding experience on Apple’s mobile operating system (iOS)!

James was determined to look further into how to program apps and within a couple of weeks he had mastered the basics and produced an app with limited features that linked to some pages on the school’s vle.  James had achieved this learning independently with the support of online materials, videos and forums.  Ben then went to work designing graphics to give the site a professional look.

In order to allow James to create the required pages for the app I’ve had to give him administrator access to our vle.  This required a leap of faith on our behalf as James could have caused irreparable damage to our vle, but without access this project could not have continued.

Since the first version of the app James and Ben have spent countless hours developing it into one that contains numerous innovative features and is genuinely unique.  The app has been downloaded 1,000 times and reached 21st in Apple’s education charts.

Since the app’s release the boys have been receiving a great deal of interest from other schools who would like an app developed for their community.  This has prompted the boys to set up a limited company, PixelBit Apps.  To do this they have met and received support from local accountants Francis Clark: Martin Atkins, their Business Services Director, commented that “not only have these boys shown great technical expertise in creating this outstanding app, they have gained the skills and knowledge that will enable them to set up and run a limited company”.  James and Ben are now developing apps for other schools who are delighted with the results.

There has been a lot written in the education press in recent months about the advantage students with a private education have in terms of confidence and self-belief.  My experience of this project is that the boys involved have not only had a significant improvement in their computing skills and understanding of business, but their soft skills have also developed tremendously.  They have undertaken meetings with accountants, bank managers and school leaders with great confidence; witnessing this growth has given great pleasure.

When Rob Salkowitz stated in Young World Rising that three forces are reshaping the world of the 21st century: youth, ICT and entrepreneurship, I believe he had in mind students such as James and Ben developing themselves and their ideas in this fashion.  They have already equipped themselves for entering the jobs market in a post-globalisation era.  Their website, pixelbitapps.com, has already led to them writing an app for the BBC’s Apprentice’s contestant, Leon Doyle, that allows iPhone users to save money on their phone calls to 0800, 0808 and 0500 numbers. Ben has developed his own graphic design site, benbate.com, and he has undertaken work for clients from around the world – including a multi million dollar US firm.

This app exemplifies how our school is fostering a creative approach to learning and placing it into the hands of students.  DHSB has an Assistant Headteacher responsible for Enterprise; he works tirelessly to encourage enterprising and creative approaches to learning and problem solving.  Many other students have been supported to develop their own ideas and take responsibility for their learning, but doing it within the supportive framework of the school.

The challenge for the school is how we can further embed these principles into the learning across the school.

Below is a copy of a video created by the students to promote the app during an assembly.

iDHSB
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