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2014 Doceri Teacher Survey: iPad Whiteboards in the Classroom

Once again, at the end of the US school year, we asked for input about how teachers are using Doceri. What we’ve learned is not surprising – the more teachers use Doceri, the more integral it becomes to their classrooms.

 

K-12 Teacher Survey Highlights

Though the survey itself was open to everyone, these results are based on the 500 responses of K-12 teachers in North America. Of these, just over 60% began using Doceri within the past year, and just fewer than 40% have been using Doceri for 2-3 years.

K-12 Doceri Use

There are a lot of options with Doceri! Many teachers began using Doceri primarily to control their computers remotely from their iPads, so they could move around the room and be closer to their students while they teach. In fact, 92% of survey respondents said this is true for them.

Doceri as a mobile whiteboard using a computer and projector continues to be the primary application among users. Since we incorporated screencasting in 2012 teachers can use the iPad app without connecting to a computer to create and record lessons. There is a significant advantage, however, to having access to all the pedagogical resources housed on the teacher’s desktop or laptop computer. Therefore, we are still seeing that connection through Doceri Desktop as a key driver.

 

What Subjects is Doceri Being Used to Teach?

K-12 subjects

 

No surprise, Doceri remains popular with STEM teachers because it makes it easy to hand-write lessons using the language and structure of math and science that has been difficult to create with a standard keyboard. Language arts as a core subject area is not far behind STEM. In fact, it’s elementary teachers that are the largest users of Doceri with the students for English language arts lessons. One way we’ve heard many ELA teachers using Doceri is to grade papers via screencast. They mark their comments on the student’s work while explaining verbally. This creates a video screencast that the student – and the parent – can review. What a great idea!

 

 How are iPads Being Used in K-12 Schools?

While we were on the subject of iPads, we wanted to find out what’s really happening in the trenches of schools around the US.

 K-12 iPad use in school

Almost two-thirds of the teachers surveyed said their schools have provided iPads either to all faculty, select faculty or for students in a 1:1 classroom. 14% of those who responded said they currently work in a 1:1 iPad classroom.

What’s really going on in the Doceri classroom?

We asked teachers whether they are using Doceri exclusively to present lessons in class, only to create screencast videos, or both. As much interest that has been generated in the flipped classroom, and creating video screencasts, the results show the overwhelming use for Doceri remains as a mobile interactive whiteboard, for presenting lessons in class.

 K 12 Doceri Teachers Use

 

Breaking down the data shows that 88% of teachers surveyed use Doceri to present lessons in class, and of those, nearly 30% also create Doceri screencasts. Only 12% of teachers surveyed use Doceri only for creating screencasts.

 

What is being presented in class?

We asked teachers about their primary use of Doceri in the classroom on a day to day basis.
We asked this question a slightly different way last year, but the results were about the same with 91% of teachers using annotation in some way this year, vs. 89% last year.

 

K12 Doceri Reachers Present in class

To Flip or Not to Flip?

This year, 46% of teachers answering the survey told us they had at least experimented with the flipped classroom model. That group breaks down to 8% saying at least one of their classes was fully flipped, 17% saying they had used flipped classroom techniques but did not fully flip any of their classes and 16% who said they had experimented with the flipped classroom approach. In addition, 41% said they are interested in flipping their classrooms but haven’t tried it yet and 13% said they are not interested in flipping their classrooms.

K 12 Fllipped Classroom

How are Screencast Videos Made Available to Students?

We asked those teachers who create Doceri screencast videos how they make them available for students and parents to view. The answers spread across the spectrum of possibility – which makes us realize that we were ‘right on’ when we decided not to lock Doceri users into uploading their work to a proprietary website for viewing. Doceri teachers clearly want control over whether their work is public or private, and want to choose the best way for their students and their parents to view their videos.

K 12 Doceri Screencast Availability

Sending the Whiteboard Home

In addition to videos, many teachers use Doceri’s PDF and Image export to ‘send the whiteboard home’ with their students. Of those who said they use this technique, social media was not a primary choice, with Twitter, Facebook and Google+ combined accounting for only 4%. Use of email was more prevalent than with screencast videos – presumably because the file size for images and PDF files is smaller than for videos.

K 12 Send Doceri Whiteboard Home

What do Teachers Feel are the Advantages of Doceri?

We are always so thrilled to read what teachers have to say about Doceri, and use the Wordle.net tag cloud create to see a visual of all the comments, which you see below. In addition to the open comments, we asked teachers in the survey if they agreed with these statements, if they disagreed, or if they hadn’t had this experience.

  • Using Doceri, I can move around among my students while I teach rather than being tied to the whiteboard at the front of the room - 92% agreed
  • I am able to create engaging lessons with Doceri’s annotation tools - 73% agreed
  • My Doceri screencasts help my students because they can review the material as often as they need to - 48% agreed; 51% had not had this experience
  • Doceri has changed the way I teach - 71% agreed

 

Doceri Survey Wordle 2014

Garland ISD Adopts Doceri in 3,800 Classrooms District-Wide

LakeviewHS-TWeet

[Click here for Official Press Release]

The school year is winding down in the US, but in the Garland Independent School District in Texas, teachers and students have already gotten a taste of what their classrooms will be like next year.

In mid-April, Lakeview High school was among the first schools in the district  to roll out iPads along with Doceri software, campus wide.

Before students return in the fall, Garland’s Teacher iPad Initiative will be fully implemented across all 3,800 classrooms in the district - 49 elementary, 13 middle and eight high schools in the communities of Garland, Rowlett and Sachse Texas, just outside Dallas.

GISD-logoAdopting Doceri as part of the district’s new iPad initiative provides mobile, interactive whiteboard functionality in every classroom. Teachers can move around among their students rather than being tied to a whiteboard at the front of the room, and can engage students in the lesson as they remain in their seats. In addition, teachers can easily create screencast lessons for students and parents to view outside of class.

On July 24, 2014 Garland ISD teachers will share and collaborate on innovative ideas for using the iPad in their classrooms at the district’s first GISD iCon one-day conference.

“Doceri makes sense at Garland ISD because it allows the teacher to control their computer from anywhere in the room,” Said Jim Hysaw, executive director of technology for Garland ISD. “The teacher also has the ability to hand the Doceri-controlled iPad to the students. Thus the students become the teacher.”

Teacher Feature: April Barton

Name:  April Barton

School: Cottonwood High School

April BartonDistrict: Granite School District

State: Utah

Subject: Mathematics 

 

1. What drove you to begin making Doceri screencasts for your students? 

I was having difficulty keeping students caught up with the material when they were absent.  Either they would just be lost for a unit or two, or they would have to come in after school and I would have to give the entire explanation again.

I decided to record my lectures so they could get caught up easier.  I tried a couple of different apps to help record my lectures and to help connect my computer to my iPad, but Doceri is the one I personally liked the best.   The biggest advantage of Doceri is you can connect your YouTube account to your Doceri app.  All you have to do is just drag and drop to upload your recordings, which makes it very convenient and quick. April’s YouTube Channel

2. Did you completely flip your classes? 

Half of my classes are flipped, half are not.

3. How has Doceri changed how you interact with your students?
Doceri has really helped me keep students current with the material.  I was also surprised how some students would watch the lecture again, even if they were there for it in class. In the end, students turned more more assignments in on time with more of the problems completed.

4. What advice do you have for new Doceri teachers?
You might think that making recordings of your notes would only be useful if you are trying to flip your classroom, but I have seen a lot of improvement from my students just by recording and posting my everyday lectures.  I would often walk into school in the morning to see students watching the notes on their phone to get caught up on what they missed the day before. However, it’s important to make sure to keep reminding them throughout the entire school year that they have that resource, because students tend to forget.

Also,  for anyone who is going to flip their classroom, I highly recommend sending out text reminders to the students to watch the notes.  I use Remind101 because it is free and the students do not have access to my personal cell phone number.

 

Example screencast on volumes



Doceri Teacher Feature: Krista Hands, Oklahoma Baptist University

searchName: Dr. Krista Hands

School: Oklahoma Baptist University

State: OK

Subject: Mathematics – all levels

Krista Hands is a mathematics professor at Oklahoma Baptist University in Shawnee, Oklahoma, teaching Trigonometry, Calculus I, Calculus II and Contemporary Math, a general education course – as well training education students on how to teach math.

Her discovery of Doceri has opened up a whole new classroom strategy for her upper division and general education courses, as well as a realization that future teachers need to understand how to use the tools they will be presented with in their first classrooms.

Passing on not only the knowledge of how to use the technology, but how to use it to teach effectively is an important step toward moving education forward. Krista teaches math methods for secondary education majors as well as math content for elementary and special education majors.

“Once these students graduate, they will encounter one of two dynamics: a SMART Board environment or an iPad environment,” she says. “We need to teach them how to use both.”

1. What drove you to begin making Doceri screencasts for your students?
In her search for an iPad-based whiteboard and screen recording program, her laundry list included the ability to display notes on the iPad, write on the screen to annotate a PowerPoint, record, and post the resulting screencast online. She tried several of the basic iPad screencasting apps, and then the IT Manager at Oklahoma Baptist recommended Doceri.

Krista hands quote“I attended a faculty workshop that showed the capability of Doceri together with the SMARTBoard to record and post class lectures to YouTube,” she says. “We had just been given iPads to help with teaching – in particular with use in our math education classes. I was looking for the capability to record my lectures and post them for students to who missed class or wanted a review. In addition, I wanted to be able to have the lectures recorded in order to assist those who would take the courses online during the summer.”

Krista now uses a SMART board and Doceri interchangeably in all her classes at OBU. Recording her lectures and making them available to her students outside of class has become a key part of Krista’s teaching strategy.

“Every other program I tried was missing something,” she explains. “One lacked the ability to import text or to import pictures. Another would not allow me to save a file that I created ahead of time – only after I finished. A third seemed like a great option until I finished with the recording and the file it created was too large to upload in a reasonable amount of time. Doceri fit the bill – it had just about everything I was looking for!”

2. Did you completely flip your classes?
Krista Hands 3“Yes,” Krista says, “I started using Doceri in all of my classes in Fall 2012. It was really difficult the first semester to stay on top of creating these lessons in 3 different classes all while teaching the classes.”

Using Doceri’s Time-line based creation platform, Krista puts her presentation together in advance from handouts for the day’s lesson. During class, students follow along and fill in the handout that Krista projects via Doceri and Apple TV. She turns on the screencast recording function within Doceri, and records both the annotations on the notes along with her voice.

Using Moodle Rooms, she makes the handouts available in advance, and posts the YouTube links for the corresponding lecture after class. The idea is to provide students with a tool for review, as well as to make the lecture accessible for those who aren’t able to attend every class – athletes, for example, make liberal use of the recorded lectures when they are traveling on behalf of the school.

The rule that she’s established with her classes, however, is that students must keep coming to class or she’ll stop posting the videos.

3. How has Doceri changed how you interact with your students?
“In part it keeps me on my toes,” she says. “ I am extra careful of the language I use (technically speaking). I tend to clarify even more than I would have before. It also keeps my tone upbeat, positive, and encouraging – kind of putting on my best teacher hat every day because there is a record of the class. Not that I would normally have done otherwise, but it is just extra incentive to stay on my toes.”

The ability to access lecture videos outside of class hasn’t been the only change in Krista’s classes. Trading the fixed whiteboard for the iPad and Doceri gives her a big advantage during class time, as she’s now able to see student’s expressions during her lectures. She’s found that this makes a key difference in her ability to pace the class and insure that student’s needs are met.

“When your back is to the class the majority of the time, you miss little cues,” she says. “Facing students directly and consistently means you can start to pick up on confused looks, pause, and address the stumbling block – or even just keep tabs on whether or not the class as a whole is following along, or not.”

Doceri was the catalyst for incorporating the iPad into Krista’s teaching, and since then, the classroom has been completely transformed.

4. What advice do you have for new Doceri teachers?
Krista’s advice is to take it slow. “Try one class at a time. Don’t try to do too much. I am surprised I didn’t burn out. It was difficult that first semester and I really struggled putting in LOTS of hours above and beyond. You will also grow as you use the product in what you want your presentation to look like and such. You will grow and change – this is good! Just allow yourself that time and enjoy it!”

To date, Krista has uploaded more than 500 screencasts to YouTube for student access, and her YouTube channel has more than 53,000 views. Her expectation is that students will view the videos primarily around exam time. She’s saved and titled the videos by section number corresponding to the textbook to make it easier for students to locate the lecture they need to review.

 

This example of Krista’s screencasting is for her Calculus I class.

May #DoceriChat: Differentiated Lessons with Doceri

Twitter-Chat-May7We’ve established a monthly schedule for our #DoceriChat on Twitter – the second Wednesday of the month, 5pm Pacific, 7pm Central, 8pm Eastern. If you’re not sure how to participate in a Twitter Chat, this screencast will clear it all up for you.

Doceri Community Advocate Jason Gilmore will lead a discussion on differentiating lessons using Doceri. Creating different versions of the same instruction or assignment for students of varying strengths/ needs is a crucial element of student-centered education. We’ll chat about incorporating differentiated learning into the classroom and creating differentiated lessons with Doceri.

Follow Team Doceri and Jason Gilmore on Twitter, join us on Twitter May 7 using the #DoceriChat hash tag – and help us spread the word!

P.S. Check out the archives of previous #DoceriChats

Teacher-Centered vs. Student-Centered Education

Anthropologist Margaret Mead said “Children must be taught how to think, not what to think.”

It’s messy. It’s frustrating. It takes longer but student-centered teaching model can turn passive learners into interactive partners in their own development.

The traditional, Teacher-Centered Approach

Picture a class learning how to  multiply mixed fractions. Traditionally a teacher stands at the front, writes step by step instructions and verbally tells students how to complete the algorithm. Then, students practice on their own or in groups. Some will succeed quickly. Others will stumble. Two days later some will have forgotten the steps while others will have moved on.

Girl-Baking-CookiesThe Student-Centered Approach

Now picture a 4th grade class tasked with baking cookies for the whole class. The teacher gives them an individualized recipe that yields about 6 cookies; only enough for two cookies per students. The recipe needs to be doubled so they can feed a group of 6 students. The group of 6 students attempt to double the recipe.  Multiplying 1 cup? 2 tbs? easy. Multiplying a mixed fraction 2 3/4 cups of flour? Not so easy. Here’s the really messy part. The students attempt doubling the recipe with no prior training. Did their ratios stay the same? Some probably did not. Wonderful!

Now the class is into ratios. After baking there’s a taste test. Cookies with too much flour to sugar, bleah! Cookies with too much sugar to flour, Oh my teeth hurt! Some who guessed correctly, yum! But can they reproduce the success?

Now a mathematical method is needed and a context for the algorithm exists in the students’ minds along with motivation for further investigation.

The teacher then walks them through the mathematical process on Doceri. Why Doceri over a whiteboard, other program, or smartboard? Watch this to see the advantage of the timeline. The students reproduce the process and make their own screencasts (if multiple iPads are available) to reteach their group. If they can teach others then you know they really have the process. Now it’s time to try their calculations on their recipes.  They can refer to the teacher’s video, their notes, or their own video. Finally, groups use the new measurements to make their cookies. Hopefully this batch has more consistency.

Finally the class reproduces the algorithm correctly in a Doceri video to reteach each other. One batch with the correct measurements ratios are produced and everyone enjoys the spoils of the investigation of multiplying mixed fractions.

The Difference

The difference? The students drove the investigation – not the teacher and her algorithm. Which process do you think students will remember more; the paper and pencil teacher-centered approach or the student-centered process where kids find out how to learn how to make cookies for each other? To me, the choice is clear. Guide students to drive students to experience their own learning.

Doceri User Shout Outs: April 18, 2014

We love hearing about how Doceri is being discovered and used in classrooms, board rooms and conference sessions all over the world. Would you like to be featured on the Doceri Freedom to Teach Blog? Email us at pr@doceri.com

Use the hashtag #DoceriChat to share your Doceri lessons across the social landscape!

 

#DoceriChat Archive: April 16, 2014, Guest Deb Porcarelli on #CCSS and Doceri

We asked Deb Porcarelli from the AIMS Foundation to join us for #DoceriChat on Twitter, to talk about the Common Core State State Standards, and the Doceri lessons she has created and presented on the Math & Science Sandbox blog.

#DoceriChat for April 16: Common Core Aligned Doceri Lessons with Guest Deb Porcarelli

Join us for #DoceriChat on Twitter, Wednesday April 16, 5pm Pacific – 6pm Mountain – 7pm Central – 8pm Eastern. Our guest this week is Deb Porcarelli of the AIMS Foundation. This tutorial explains how to participate in our Twitter Chat.

Deb-Porcarelli

AIMS is a non-profit education foundation that exists to enhance the teaching and the learning of the concepts and the relationships of mathematics and science through activities and units that actively engage students in learning as they explore and do hands-on mathematics and science.

The Math & Science Sandbox Blog provides teachers at grade levels K-8/9 with free resources as well as opportunities to hear from and engage with staff at AIMS about math and science content, about the teaching and learning of math and science, about common core math standards, and about next generation science standards.

Deb Porcarelli from the AIMS Education staff will join us for #DoceriChat to discuss the common core-aligned lessons she’s prepared and written about on the blog.

Fifth Grade Fraction Activity

Fraction Lesson Using Doceri in Presentation Mode

More for the Classroom Using Doceri

Doceri: A Powerful Classroom Tool

 

About Deb Porcarelli

For the last seventeen years Deb has facilitated math and science workshops for the AIMS Education Foundation, and currently is the Trainer/Liaison. Sharing with other educators is her passion. Following her blog may give teachers new thoughts or ideas to use in the classroom.

 

Teacher Feature: Mark Willis, Bangkok Patana School

Mark-WillisName: Mark Willis

School: Bangkok Patana School

Subject: Mathematics (Years 7-13 British system)

Location: Bangkok, Thailand

Mark Willis first learned about Doceri at an International Baccalaureate mathematics workshop.

“I had an iPad,” he says, “and I wanted to use it in my classroom. I had tried other apps with only limited success, because was extremely difficult to write using either a finger or an iPad stylus.”

The workshop leader, Jennifer Wathall, told Mark about Doceri. “I installed both the app and desktop there and then, and the next day I was helping workshop leaders present their material in a theatre with more than one hundred people present.”

We asked Mr. Willis how Doceri has changed the way he teaches – and how his students learn

“It’s been a year and a half since then, and I have never looked back,” he says. “I have used Doceri as both a presentation tool and to record screencasts and it has transformed the way I teach.”

This video shows Mark explaining an Higher Level (HL) exam question on the intersection of two planes, connecting to his host computer to access Autograph graphing software for the diagram.

“I love to be able to wander around the classroom and use the pointer tool to explain mathematical concepts. An important function is that you can seamlessly flip from a Doceri presentation to a desktop application such as the TI-Nspire [graphing calculator] emulator or a PowerPoint on my Mac Book Pro, and back again.”
Mark-Willis-Screen-ShotHe creates and shares revision videos for his students in his Cambridge IGCSE and International Baccalaureate (IB) mathematics courses. “It is so easy to take a screen shot of an exam paper in the Safari app, crop it and import it into Doceri,” he says. Once the photo has been imported into a Doceri project, he writes down the solution, adding in stops and recording a screencast. He uploads the screencast to YouTube for his students to view.

Mark has made nearly 1,300 Doceri videos which he has posted on YouTube and shared with his students via virtual learning environments such as edmodo, Haiku and Firefly.

“My students love it,” he says. “They are able to use their study period to do their homework effectively without the teacher being there, and can also watch the next lesson before class. After each test I make a screencast on each question and this allows the students to concentrate on the questions they got wrong rather than me going through the whole test, which might demotivate some students.”

“Recently I made a revision treasure hunt using QR codes on different aspects of the IGCSE – including a Doceri video presenting both the question and the solution. Three classes worked on the treasure hunt simultaneously, with students accessing the videos using their own smart phones and working on areas of the course they found challenging.”

Mark asked students to provide feedback via PadLet, and the response has been overwhelmingly positive. View Mark’s student’s comments here on Padlet.

As an example, one of his Year 13 students remarked: “I find the videos are helpful for a few reasons. The first is that we can see a step by step solutions of questions we’ve done, which can be re watched as many times as needed and allows us to focus on the parts we’ve had problems on. Also the fact that we can see the solution outside of class means we have more time in class to do extra work or find any problems that arise that aren’t explained by the videos as you aren’t tied up repeating the same explanations to each student or entire double period going through the test. Thank you Mr. Willis”

What advice do you have for new Doceri teachers?
“If I have any advice for teachers using Doceri,” Mark says, “it is do not be nervous about making videos for your students – they will love it. Please do not be frightened to listen to your own voice, after all your students have to everyday. Also, let them point out any mistakes as it easy to record again.”

Sample Screencast: Solving a Trigonometric Equation Analytically and with a TI-Nspire graphing calculator

“This screencast is for IB Mathematics Standard Level (SL) or HL showing how to use a Pythagorean identity to solve a trigonometric equations both analytically and using the TI-Nspire graphing calculator,” Mark says. “The TI-Nspire software is on my Mac Book Pro and this video illustrates how easy it is to flip from the Doceri work page to any software on your desktop and back again. My students use the screencast to help them with their homework or to recap the main points of a lesson.”

 

What’s next for Mr. Willis?

“The Internet provides a wonderful opportunity for all students in the world to assess educational materials which might not be available to them due to their circumstances,” he says. “Universities are now offering their courses for free on the Internet through Coursera, edX and Apple iTunes U. I am currently working on an iTunes U course which will help potential IB Mathematics students bridge the gap in Algebra from IGCSE to IB. You can be sure that Doceri screencasts will feature heavily in this project!”