Please stop sending us mixed messages. Please stop raising expectations but not providing the means to achieve them.
It seems to make sense. Our district tells us the state won’t provide us new construction money until our school is operating at capacity enrollment. Yeah, of course, if you aren’t using what you got, why should you make more square footage???
Florida Inventory of School Houses , that is the report we are being limited by. That forms the standard by which we are all measured and evaluated. The F.I.S.H. is a blueprint that names the build, the rooms, and designates the usage. Here in lies part of the problem. It seems that once a room is numbered it is next to impossible to renumber it. And once a space is designated as a classroom, it must be filled with students 50% of the school day to be counted as ‘occupied’.
Why the Simple One Size Fits All Formula Doesn’t Work:
A fixed notion of square footage:student ratio is not flexible enough for the changing needs of educators and learners.
The State often fails to make the connection between new initiatives and funding or existing facilities and resources.
Allow me to explain... our culture is changing, our understanding of how students learn is changing, and our facility needs are changing.
The school that I have taught at for over 30 years was built as a K12 All Black School. During the years of desegregation, Stone Middle School became a Junior High School.
Our district is in the throws of “Racing to the Top” and at the same time we are still under severe budget constrictions. Every technology dollar budgeted is directed towards ‘Testing Computers’. Meanwhile, my dream and educational vision is to increase student use of the technology for problem solving, creativity, communication, collaboration, and amplifying their understanding. The challenge is doing more with less.
I fundraised, scrimped, saved and advocated for the purchase of a ‘Class Set of iPads’ at my school and even though the iPads themselves are about half the cost of laptops or desktop computers, there are still those additional costs for a full set of apps, protective covers, and then the big one: a charging cart for moving the iPad lab from classroom to classroom. The Bretford Charging Cart is really nice, sturdy, secure. A worthy mode of transporting and charging those wonderful iPads. But when you are starting with nothing and penny pinching, that cart is about the equivalent of 5 iPads.
My first stab was a milk crate– hmmm… didn’t roll, 24 iPads were pretty heavy, wasn’t even slightly secure, iPads were exposed to dust and dirt, and the clincher was- how do I charge all this stuff?! In my job role, I am so tired of wires, cables, adapters, cords, chargers, etc. Sometimes networking seems to be more like tangling than connecting!
So the essential question was: “Could I innovate and make my own iPad Lab Charging Cart?”
So the next choice was a rolling file cart. I was pleased to find that this particular cart would accommodate nearly 40 iPads in two rows with the charging dock facing up. Here is a step by step to help you build your own iPad Rolling Classroom Lab!
–note that this set of instructions is for a lab that charges, but doesn’t provide the hardware for wired syncing
1) Purchase Vaultz Locking Mobile Wheelie Chest. This link is available for your convenience, but I have seen these at Staples, and Office Depot.
2) Test for iPad Capacity.
Of course, before you start to modify or invest in other parts for this project, it would be good to check and see if your iPads will fit as nicely as mine did. I didn’t purchase an iPad case that added substantial thickness or width to the overall size of each iPad. So try your iPads and see if you will be able to accommodate as many as you need. Ultimately the finished project will position the iPads over the wheels and leave room for the chargers in the front of the box as seen here above left.
Remember, you want to be able to charge these in the cart, so there should be room above the iPad for the charging cables without undo stress.
3) Use a Hole Saw.
I wanted my iPad Cart to accommodate chargers, cables and a powerstrip to plug the chargers into inside the box, so the teacher could lock the iPads up each night while they were recharging. So I used a hole saw to cut a port in the front left bottom corner of the box. In retrospect I could have used a smaller diameter hole saw, it just needs to be big enough to thread the plug of the power strip through. After all this is set up, I will cover the hole with a square of felt with a slit for the cord to pull through.
4) Build your Charging Station. Buy 6 USB 4 Port Chargers (for 24 iPads).
I wrestled for a while with finding powerstrips that would allow 6 or 8 Apple iPad Chargers to sit side by side on one powerstrip. I would think that there is something like this out there, but as I was working through this, I realized that it would be hard to fit three of these powerstrips, with their cables and the iPad chargers into the space I was saving for this. So then I begin looking for third party USB charging stations. None of what I found provide the full amperage that a single Apple iPad charger provides, but the one I selected Provides standard USB 5V at up to 2A (max). From experience, this meant that if four iPads were plugged in to one of these, it would take approximately four times as long to charge as if I used the Apple Charger. If school ended at 4 PM and started at 9 AM the following day, there would be more than enough time to get a full charge restored to the iPads (17 hours). I have heard that the new iPad takes a bit longer to charge than iPad 2 and iPad 1. Some background information from––> Gizmodo.
I found that I needed to remove some of the plastic wings that were apart of the aesthetic design of the chargers.
These wings may also serve to stabilize the charger on the wall or powerstrip, but once my chargers were attached to the powerstrip, that would not be an issue, since they would be so close side by side, they would stabilize each other.
Your powerstrip may not require you to cut these off.
I had access to a grinder, but you may need to use a vice with a sander to do the same job. Careful of the hot plastic, it burns!
I initially want to have capacity for 24 iPads in my cart. The power strip I chose had 5 outlets, so I put four of the 4 Port USB chargers on that block, then I added a three outlet extension cord to the 5th outlet on the powerstrip. Eventually I could have 28 iPads charging in this cart: (7) 4 Port USB charging blocks.
As I mentioned before, as an educational technologist, wires are necessary, but I often get overwhelmed and frustrated dealing with the spaghetti that is the bane of my existence. I wanted to keep this neat and easy to use for my teachers and students. The next step was to cut a piece of 3/8” plywood so that it fit in and formed a wall between the charging chamber and the iPad chamber.
The plywood fits down below the metal rail that the top of the cart rests in.
I also cut and used wood glue to adhere a 1” X 1” to the bottom of my chamber wall. This will help reinforce (keep from bowing) and stabilize the wall. I will also put velcro on the bottom of it, to help keep the wall in place.
Next comes the cover to hide the wires, powerstrip and USB Charging Blocks. Using leftover scrap from the 3/8” plywood, I cut notches in it to pass the USB charging cables through. The slits don’t have to be exact in size or depth, just relatively evenly spread apart. I made enough for 7 charging blocks in case I get as many as (4x7) 28 iPads to populate this case.
I found that a sharp razor knife was the easiest way to cut black felt to cover the two pieces of plywood. You could hot glue the felt, but I found it fast and easy to use a staple gun. I then used scissors to cut slits where the cords would slide through.
Note: It is amazing how nice jury rigged things look once you cover them in black felt.
9) Neatening Everything Up
I started to use wire twist ties to group the four wires so they would not be randomly going everywhere, then I decided to use nylon ties. The nylon ties were much tighter, and provided a cleaner look. I only want enough of the cables to stick through as necessary to reach the iPads.
I used a few more small strips of velcro to hold the top to the side of the divider plywood. Even though the velcro had a pretty strong adhesive, I used the staple gun to secure the felt and velcro to the plywood. Everything was wedged pretty tight so that probably wasn’t necessary, but kind of helped seal things up.
10) Cushion for the Bumpy Sidewalk
Our school is an outdoor school with rather old sidewalks between wings, so I put a couple of sheets of foam under the iPads to provide a little additional cushioning. It probably was not really necessary, but it didn’t cost me anything extra, so why not?
11) Last Step: Velcro the Power Strip Cable
The last thing I did was use a small wood screw to fasten a velcro wrap to the side of the case so that during transport the Power Strip Cable was not dragging around on the ground.
Shopping List (not all items are mandatory)
Vaultz Locking Mobile Wheelie Chest
Two scraps of 3/8” plywood
5 port surge supressor powerstrip
6 Cosmos 4-Port Wall USB Chargers
~24 Small Nylon Ties
24 USB –>iPad Dock Cables
Small Piece of Black Felt (less than a square yard)
Short Extension Cord with three plugs at the end
Figure 8 electrical AC Adapter cord
Foam packing layer
Table, Band, or Circular Saw to cut wood
Sander or Grinder to modify the USB chargers if necessary
I would love to hear from you if you have any comments, corrections, or suggestions. Leave your comments below or send me an email!
Classroom Culture is one of the last, but most important areas that teachers still have considerable control. As educators, we set the stage for our classroom. We can’t do much about the baggage that our students bring with them into the classroom, we don’t often get to choose the textbook or course standards, and we often are limited considerably by our physical environment (paint, temperature, sound levels, type of lighting, etc.). But we do have considerable control how learning activities are staged.
So the essential question is: What do the students say among themselves about your class?
Answering this question may be a depressing thing to contemplate. I think most all teachers want their students to like them, and maybe even more they want them to like their subject area and course.
So I believe this is a very important reflection activity for us as educators… What do they say? and What would we like them to say?… Once we have answered these questions, the next obvious question is How do we get there?
Some of the first answers to the last question from workshop participants is:
Respect your students, and teach them to show respect to each other. Make them feel safe (physically, emotionally, and intellectually) in the borders of your domain.
Carefully choose your words and perhaps watch video of your self interacting with your students in both whole group as well as small group settings. What does your body language say?
Provide not only wait time following questions, but give students time to reflect and interact with each other.
To create life long learners, passionately share your failures as opportunities to learn. Model life long learning. Props to David Warlick for this thought.
You will no doubt begin to come up with many more ideas, but I would like to leave you with one additional strategy to consider. Now that digital cameras are on most everyone’s phones, and cameras are readily available in other forms, MAKE PICTURES all the time! Capture your students working, struggling, discussing, debating, laughing, entertaining…. or better yet have a couple of students assigned to be photojournalists for the week.
What are you communicating to the students and what does this have to do with Classroom Culture?
- I care about you.
- I like you.
- I want to remember you.
- What you do in here is important.
- What your (brother, sister, kid down the street) did was important.
- People/Students are a focus of this classroom.
This is just one small (fun and easy) strategy for developing a positive classroom culture, and it will take many other strategies to complete that transformation. But there are many side benefits to having a visual record of your classroom… even curriculum goals will benefit: seeing themselves doing stuff in your class will cause the concepts to be revisited and reinforce the permanence of the cognitive structures being created.
In last week’s episode, Leo used one of those inflammatory types of expressions that cause a gut reaction: REDLINING the INTERNET.
Now this may be a bit of exaggeration used to make a point. But it certainly got me thinking!
Redlining from Wikipedia: It describes the practice of marking a red line on a map to delineate the area where banks would not invest; later the term was applied to discrimination against a particular group of people (usually by race or sex) no matter the geography.
He said that the effect of our social graphs and digital footprints have become a sort of Social Redlining – how it works is this…
- We search for certain things (cookies record this)
- We click on certain links (cookies record this)
- Then when we load in a new webpage, the web server ‘serves up’ advertisements that correspond with the ‘profile’ or social graph that you have subconsciously created.
Anyone that has shopped for bird feeders on Amazon, for instance, has gotten the email: “Customers who have shown an interest in bird feeders might be interested in the following products: (numerous related products follow).
For most of us, this is a good thing. It is a given that websites are going to serve up ads. That is how they pay the expenses of gathering content, hosting it, etc. Most of us would rather see ads for stuff we are interested in, so even the consumer benefits.
What was interesting about this though is it has an amplifying, steering affect, which may become a drawback. It may narrow your choices and restrict your experience in a bad way. If you click on one style of music several times, you may never be exposed to other styles. The marketers are making an assumption about you, which may or may not be completely true and like a self-fulfilling prophecy you become more ingrained in the things that were once only a part of the whole picture of who you are.
I am not suggesting that we explicitly teach students to change the way they click and search the internet. But I do thing there is value in discussing this as we talk about modern economics, marketing, consumer behavior and technology (media) literacy.
image found in Wikipedia article • originally from the National Archives
Reviewing an article
So when I left one multi-day workshop in Toledo, Ohio at St. John’s Jesuit High School – even though I was tired and spent, I was suddenly rejuvenated when I saw a Google Street View™ Car! I decided I had to get a picture of it!
I pulled out in to traffic, looked at the lighting and background of the potential picture, trying to determine what angle I would need to move into to get the best picture. I realized that I would probably be going well beyond my safe driver sensibilities trying to get into the lane of traffic beside the car, but I didn’t want a windshield interfering and the back view of the car wasn’t going to be that impressive honestly.
While all this was being processed by my workshop addled brain, I suddenly realized that the driver in front of me was no casual amateur... it seemed he realized that someone was after his image!!! Through a series of unfortunate brake lights and complicit native drivers, I was losing ground quickly. No longer was I nearly beside him on this four lane road. Suddenly, he was three, then six and a lane change later at least eight cars ahead of me. Maybe I should have played some those racing games over the years.
I was beginning to question my mettle the most when I passed under a very yellow light, and gazed wantonly ahead as the Google car was escaping through another light that then promptly turned red in front of me. It was a good thing I had never set my heart on a career as a Paparazzi Photographer!
But NO! I must have this picture! So even though at moments it seemed as though I had totally lost sight of the vehicle, then I would see the large red ‘soccerball’ on the mast of it’s obscured transport. Again and again it would disappear, then as I begin to give up, I would see it turn on to a side street. The red ball became my alluring enticement to follow on at risk of a ticket for speeding, carelessness and rude behavior.
Surely he wasn’t taking pictures at this speed! I pressed harder on the pedal and squealed between the oncoming traffic into the neighborhood on the left, because I saw him turn there- I know I did. Sure enough he was now moseying along almost calmly... perhaps the camera’s were on and I had caught him like a wildebeest that had stopped to feed on some green grass in the parched prairie!
Finally, he swooped into a cul-de-sac, and I thought this is it... He has to come out of this dead-end trap of a road! I considered pulling across the road to block him and then I could possibly record my quarry as he drove around and around in a puzzled swirl. But as I debated again the best angle, this poor defeated man pulled into a driveway! For what seemed like a long time he just sat in the seat of his car. Then I noticed he was talking on the phone. So maybe he had seen me and was calling the authorities! Or more distressful yet the thought that a black corporate helicopter from the headquarters of that company that finally outgrown it’s early motto of “Don’t Do Evil”. Ok, my rush of adrenaline had turned to delirium now. I must get out of the car and approach with camera in hand.
“Surely you get this type of behavior all the time,” I asked him... ‘what behavior?’ he replied. “I have followed you for about 6 miles trying to get a picture of your car,“ I explained. He smiled, ‘No, I’ve had a few people take pictures,’ but none that followed him that far that he knew about. “Well, why did he pull into this driveway?” I asked. ‘This is my house, dude!’
He was very kind and let me take a couple of pictures but wasn’t at all eager to answer questions about the camera’s, how long he spends driving around, is he paid by the mile or the hour... I was getting no where, and besides I was feeling a little foolish being so nosey at this point.
Maybe this is why Steve doesn’t want the Apple Logo all over tshirts and other articles of clothing of geeks, nerds and fools like me...