Archive for Tablets

Stylus PDF Markup Apps for Win 8

Drawboard has an interface very reminiscent of OneNote.

Some members of our iPad faculty have gotten very comfortable with marking up papers using Notability on the iPad. Those teachers who use electronic submission through our LMS and have experienced some success with Notability have been able to take full advantage of electronic submission and feedback– archiving, organization, and timely response to students, and easy organization for themselves. As the non-iPad faculty are now using Surfaces, many are asking for the same capacity within Windows 8. There is no Notability for Windows, but I ran a quick trial of four other PDF markup apps to find a suitable equivalent. I’m focusing solely on the use case of our teachers looking to download PDF papers from Schoology, comment upon them as quickly as possible and get them back to students. This obviously ignores a huge range of PDF markup features and is a limited case, but at this point our need is quite focused.

Drawboard PDF – $9.99 (3 day trial available)

Drawboard has an interface very reminiscent of OneNote.

Drawboard has an interface very reminiscent of OneNote.

Drawboard has an interface very similar to the Win 8 version of OneNote. Menu options are presented in a multi-level palette, which can take some getting used to if you’ve not seen it before (in, for example, OneNote). As I’ve been playing with OneNote for a few weeks now, it was totally natural for me to dive in, but I anticipate that it’ll raise an eyebrow or two if I give it to a complete Win 8 neophyte. As with eBooks or Kindle, you swipe horizontally to navigate the pages. It has the most features of any of these apps (recording and attaching sound, for example), thus the more layered interface and higher cost.

Multi-layer palette menu in Drawboard.

Multi-layer palette menu in Drawboard.

Drawboard was also the only tool of these to support using the trigger button on the stylus as an eraser– one of my personal favorite UI touches of the Win 8 stylus.

PDF Touch – 2.99

Far fewer tools in PDF Touch, but everything's immediately accessible. Where's "Erase?"

Far fewer tools in PDF Touch, but everything’s immediately accessible. Where’s “Erase?”

This is a much simpler interface, although much more limited. There’s no nuance to access here– the tools you see in the initial menu are what you get, although you can customize size, color and opacity of pens, for example. Use the navigation arrows on the side of the screen to click through each page.

While this was a 1-minute impression, I could not find an eraser, nor any way to remove previous marks. You can undo your last mark, but you cannot step further back than that. Also, the document autosaved, so when I tried to open it up in my next app, all of the marks were retained. I could have missed something very basic, but the inability to erase marks would be a non-starter for me.

Xodo – Free

Selecting tools in Xodo. You'll do this a lot if you want to use anything besides the pen.

Selecting tools in Xodo. You’ll do this a lot if you want to use anything besides the pen.

Xodo gives you the pen tool by default, and allows other tools to be accessed by the edit menu. The input defaults back to the pen tool after every mark, though, which makes highlighting inefficient. In other words, if you were to highlight two separate words, the tool defaults to the pen when you lift up the stylus– you have to reselect the highlighter to continue using it.

Perfect PDF - 2.99 (2 day trial available)

Markup tools are a couple of levels deep in the interface.

Markup tools are a couple of levels deep in the interface.

This is the only interface with vertical scrolling. I found the interface here a bit non-intuitive for our purposes and desire to get to markup as quickly as possible– pen and markup tools are two layers deep in the menu. While that may make sense for a generic PDF reader, it’s a bit slower for our purposes. Out of the box, the pen and highlighter are set much too thick– they have to be reset to a smaller size under “Show Properties” to be useable for paper markup. The settings do persist to subsequent files, though– once reset, they don’t have to be configured each time. Also, a minor pet peeve– the eraser tool is a graphic-style eraser which erases specific points, not entire lines. In other words, if you circled a word and wanted to erase that circle, you have to retrace the circle with the eraser rather than simply touching some part of the shape.

Paint-style erase if you want to clear your marks.

Paint-style erase if you want to clear your marks.


Unfortunately, of these four apps it’s clear that you get what you pay for– my recommendation to our faculty looking for a quick and efficient paper markup tool would be Drawboard, even at $9.99. Frankly, thinking about the number of papers involved and the frequency with which our Humanities staff would be using this, I have no problem from the program perspective justifying the extra cost (Drawboard does offer volume licensing).

If the cost is too dear, my second choice out of these four would reluctantly be Perfect PDF. While the interface will be a touch slower than PDF Touch, the inability to erase marks in the latter program completely disqualifies it in my mind and I use the highlighter often enough that Xodo’s resetting after each stroke would slow me down more.

There are obviously myriad options for PDF markup in Windows, and this only includes some of the most common apps for Windows 8, not the desktop programs. Are there others that we should consider? What did we miss?

Image-Enhanced Notes: Beyond “Just Typing” with Mobile Devices

Using OneNote, I took pictures and handwrote notes during an observation.

I recently observed a teacher lecturing for a period in order to watch students and their notetaking. In our Upper School, students are required to have a touchscreen device as well as a laptop– most often, either a Windows 8 hybrid device or combination of MacBook and iPad. Part of the reason that our faculty requested this was because of the difficulties in translating much of our academic content into keyboard-only notation (e.g. scientific and math notation). Having the touchscreen devices, then, should translate into students being able to include non-text (or at least non-QWERTY) input into their documents and products. At one point in the lecture, the teacher drew a graph on the board to illustrate a concept. I watched as the student in front of me switched out of Word (where she was taking notes) to a browser, did a quick Google image search for the concept being discussed, and pulled a generic (and similar) image off the web into her Word document. It was very fluid and competent use of her tools, but problematic from a content point-of-view: she had no time to analyze the source of the image for validity, and the image of the graph had completely different labels, axes and scale than the example that the teacher was referring to. Was that repurposed graph from online really helping her capture the content of the lecture?

Being able to include non-text input into notes is a major advantage of touchscreen devices. Advocates of paper-based notes frequently mention the importance of being able to use symbol notation to underscore important points, draw connections between topics, concept/cluster map, and illustrate visual points. All of these are possible with touchscreen devices using a hybrid notetaking approach that also includes the digital benefits of organizing/searching, linking to external resources, speed of typing and security of backup/storage. There are two ways that I’d suggest this student capture the graph on the board while typing her notes as she preferred, using the stylus and the camera.

The Pen Is Mightier

Reflecting the dual nature of our program (BYOD, laptop and touchscreen required), OneNote is a notetaking program which processes both typed and hand-written input. Students can organize notes into notebooks or categories and import documents or files. In short, it does what we need out of a notetaking tool, and has two major additional advantages for our program– it’s cross-platform, meaning our students can access it on Mac OS (no stylus input, obviously), Windows and iOS, and it can sync to OneDrive for cloud storage, meaning students with multiple devices can access their notes across all of them. Most importantly, it’s fast– while pen input is available in Word, switching from typing to pen input requires a couple of steps and is hard to do on the fly. If this student was taking her notes in OneNote rather than Word, she could have drawn the graph in question directly into her notes.

I believe that stylus input is the biggest advantages of OneNote at this point. I have been a huge Evernote fan for years and have collected volumes of my notes, writings and information in that program to this date, and I’m extremely disappointed with the lack of stylus support. As a result, I’ve been trying out OneNote this year to conduct all of my observations and am very excited about the capacity to produce hybrid notes both by typing and drawing as well as by handwriting all notes by freehand.

Pictures and 1,000s of Words

"Take a Photo" to insert a camera image while working in Notability (iOS).

“Take a Photo” to insert a camera image while working in Notability (iOS).

In our Middle School, students use iPads. While many have a stylus in their bags, most students don’t have them out and accessible during notetaking, and drawing graphs by hand while moving quickly may not be the most effective or efficient use for them. The other common way of getting images into a document involves using the camera present on mobile devices. The key here is to ensure that a student has a camera on the back of their device (facing the board). Students throughout our school using iPads, as well as most Upper School students on Windows hybrid machines, would have such a camera. Students using only their MacBooks for notetaking do not have the rear-facing camera (which eliminates the MacBook as a possibility for either of these methods).

Most apps or software in iOS or Windows 8 have the built-in capacity to insert an image from the camera. If our student were typing on her iPad or a Windows 8 hybrid device, she would just have to lift up the device and click the “Insert Image” button in her notetaking program (whichever that may be) to insert a capture of the image on the board as the teacher has drawn it. In this scenario, Evernote becomes an option again, as do other document apps.

Keep It Embedded


Using OneNote, I took pictures and handwrote notes during an observation.

Using OneNote, I took pictures and hand-wrote notes during an observation.

Conferences are full of well-meaning audience members taking pictures of every slide on their tablets and phones, and some students have tried taking pictures of every lecture slide as a notetaking strategy, only to find that they never revisit their Camera Roll to do anything with the assorted pictures. Similarly, it would be possible for this student to take a picture of the graph with her phone or tablet, send it to her MacBook later, and integrate it into her notes, or access it on the original device when it’s time to review/study, but this strategy seems doomed for failure of follow-through. I believe the key is to make sure that the image, whether hand-drawn or photographed, is embedded directly into the larger notes both for context and for ease of access later.

How About You?

Have you worked with your students on note-taking strategies that involve either mobile cameras or touchscreen input? What have your students found or reported about the experience? Please share in the comments below!

Using Guided Access to Minimize Distractions in iOS

Mobile devices often end up loaded with apps designed to push notifications out to users. Games, social media, communication tools and personal organization tools like Calendar and Tasks are all designed to grab a user’s attention when something needs to be noted. When trying to concentrate on work, this becomes a constant distraction pulling away from the task on hand. It also creates a challenge for people trying to use these devices in presentation settings, as notifications about personal items such as communication or appointments can end up being shared on screen with a class or audience, and audio notifications can interrupt a presentation or playback of audio or video. Thankfully, there is a way to suppress all notifications when you’re using the iPad in a visible setting using Guided Access.

Guided Access is a feature of the iOS settings which allows you to do two major distraction-managing steps: eliminate notifications, and lock yourself into a particular app to help resist the pull of a quick game or social media checkin. Once the feature is activated, you can’t leave whichever app you’re in until you deactivate it (which can be configured with a passcode for more security). It also has a feature where you can specify parts of the screen that won’t receive any pop-ups. If you have a free app that pop-ups up with advertisements from time to time, for example, this could help eliminate those distractions. Finally, while it’s turned on, no aural nor visual notifications will occur from any other app. This includes:
  • Calendar
  • iMessage
  • Mail
  • Addictive Games of your Choice
  • Anything else which Pushes Notifications (Social Media apps, etc.)
You can, of course, disable many notifications permanently in the Settings app. Guided Access gives you the opportunity to temporarily disable them while you are sharing the iPad in the classroom setting and then have it go back to normal mode once you’re done, as well as to force yourself to stay in a mode such as writing, reading or drawing. To activate Guided Access, first turn it on in the Settings app under General->Accessibility->Guided Access. Here, you’ll specify if you want to use a passcode in order to turn it off once it’s activated. Once Guided Access has been activated, go to the app you plan on projecting or playing and triple-click the Home button. You’ll be notified that you’re in Guided Access mode (and, as a bonus for those of you projecting, you can lock the rotation here so that you don’t accidentally rotate your image while sharing). When it’s time to leave the app, triple-click the Home button again to disable Guided Access and return to normal use.
Parents and teachers may initially jump at the option to lock students into a particular app (an e-reader, notetaking app or school LMS, for example) by specifying a passcode which they control, then activating Guided Access before handing the device to the student. In this case, the student would then be unable to leave the app. There may be situations in which this is appropriate (test or controlled writing scenarios, for example), but most use cases for the iPad involve switching between multiple apps. In this case, the teacher or parent would have to enter the passcode every time a student wanted to switch between their electronic textbook, for example, and their notes program. Anybody planning on using Guided Access as a way to “put the blinders on” and focus on a single task should think through whether that single task also involves a single app, or whether a combination of apps is necessary thus making Guided Access a clumsy tool to fit the need. While not a long process, it does add an extra step each time you want to switch between apps to have to de-activate Guided Access and re-activate it in the new app.
Our interviews and conversations with students reveal that they are extremely mindful of how distracting notifications and other apps can be, and are often looking for ways to help manage their devices better to support focus. Coaching students to use Guided Access when appropriate can give them a tool to use when they notice that they need it and when it fits the nature of the task. Similarly, for anyone giving presentations or sharing multimedia in class, using it can ensure that notifications don’t interrupt and cause a potentially embarrassing distraction.

iPad “Test Security” – Class Policies and Layout



As use of our iPads expanded last year to include supplemental materials such as calculators, dictionaries and notes, teachers reported concerns about having iPads available in test environments. No matter the device, many teachers are hesitant to have devices accessible during test conditions, primarily due to a student’s ability to access programs or resources such as search engines, external websites or notes. Testing environments vary wildly in terms of their intent and scope, but with a few considerations the iPad can be present in the testing environment with a relatively high degree of security. The following guidelines can help if you want to utilize iPads either to access an online testing environment or as resources during testing through apps such as calculators, dictionaries/glossaries, or notes (when desired).

While the iPad is not meant to be a testing tool, and a course which is built on lecture-and-exam style delivery will be at odds with any 1-to-1 program, there are many scenarios in which a teacher may want to create exam-style conditions while still having access to the iPads. Possible examples:

  • Accommodations for students
  • Use of calculators or simulation tools
  • Dictionaries, thesaurus, glossary, translators
  • Open-book/open-notes exams

Two Class Policies (plus a bonus)

One of the great advantages of the iPad over laptops for this use is the wide viewing angle of the screen in combination with the ability to place the device flat on the table. While it takes some force of will to introduce, I suggest two clear-cut policies when beginning a testing situation with the iPads:

  1. The brightness must be turned all of the way up. Ensure that students can use the four-finger swipe or home button double-tap to get to their Control Center, and turn the screen brightness to its highest setting. This will allow you to clearly see what app or website is active on a student’s screen from a fair distance around the room.
  2. The iPads must be flat on the desk. The iPads have an extremely wide viewing angle, and when they lay flat on the desk, a teacher standing or moving throughout the room should have line-of-sight to most of the screens in the room. This is a major difference from laptop screens which traditionally have a more limited viewing angle and have to be vertical, which blocks teacher line-of-sight.

The combination of these two policies when in “testing conditions” makes it very easy to quickly scan the room and identify which apps or websites are active. One of our teachers has also implemented a policy where students known that he can (unannounced) double-tap the home button on a student’s iPad to access the list of active apps while testing. If he suspects that a student has another app running in the background, this may catch that app. My only hesitation around that policy is that iOS doesn’t, by default, ever shut down an app–apps run silently in the background when you switch to another app or back to the home screen. I could foresee a scenario where a student was studying at the last minute, walked into class and switched to the approved testing apps, but had notes still running in the background. This teacher’s strategy would “catch the notes,” even though they weren’t being used at that time. It’s a valid approach, although it seems like it would require explicit instruction to shut down all apps before the test begins.

Managing by Walking Around

In any 1-to-1 classroom, room arrangement and physical proximity/visibility is vital to a productive working environment. In general, I encourage teachers to consider multiple classroom layout options (when possible) to reflect the nature of that period’s work. For example, having standard classroom arrangements for lecture/presentation, group work and test/writing conditions help to support each use case. These can be as simple as drawing the room on the board and asking students to move the desks/tables at the beginning of class.

For test conditions, I would recommend a room layout which provides easy and quick scanning of as many screens as possible. A horseshoe/”U” shape, often used for class discussions, works very well if the iPads are flat and bright, since the teacher can stand in the center of the shape and see all the screens at the same time. Many other layouts are possible, but consider vantage points and line-of-sight to the highest number of screens at any point in time.

Coaching vs. Guarding

This all may seem draconian from a class management perspective, but this can be part of an ongoing conversation with students about managing distraction and devices in a class environment. If we reflect on our own technology habits, I think most of us would agree that a little visibility helps “keep us honest” and on task. When I’m working some place public or visible, I find that I’m less likely to be distracted and jump to off-task websites or activities. It’s not a forced working condition– I often put myself in a visible location when I know that I need some extra help staying focused to take advantage of the conditions. Talking to students about managing distractions, and being explicit about creating a situation where you can support their focus and help reinforce their good habits, can frame this as a positive learning environment rooted in solid class management principles.

The Egalitarian Projector: Wired and Wireless Projection in BYOD Classrooms

Standard Dongle Bundle: HDMI, Mini Display Port, 30-Pin

Over the summer we upgraded many of our projectors, which gave us the opportunity to refresh our classroom A/V model. In a BYOD school, projection can be a logistical nightmare: students bringing myriad devices with different display adapter requirements puts a burden on the IT department to have adapters available for each class. As anyone who has spent a class period on student presentations knows, valuable time is lost with students shuffling through the front of the room and exchanging adapters even if the correct ones are all present.

Logistics aside, the wired projector also presents a subtle-but-constant “sage on stage” control dynamic: whether student or teacher, whoever is presenting and plugged in to the projector controls what is being displayed. Freeform discussion, question-and-answer, or targeted inquiry are always unbalanced since only one person has the ability to display information.

In order to both create a more flexible learning environment as well as eliminate the dreaded dongle bundles, we have equipped all of our classrooms this year with both wired and wireless projection capabilities that meet our BYOD requirements.


The picture below represents our average classroom dongle bundle– HDMI, Mini Display Port and Apple 30-pin. Since our Middle School iPad program began shortly before the release of the Lightning-based iPad models, this bundle covers most of the laptops and iPads that we see on campus. It does not cover, though, Lightning-based iPads, nor many phones or tablets with mini-HDMI. Also notice that audio has to be through a separate cable. Not every student presentation requires audio, of course, but any kind of video or multimedia sharing will require plugging in two cables.

Standard Dongle Bundle: HDMI, Mini Display Port, 30-Pin

Standard Dongle Bundle: HDMI, Mini Display Port, 30-Pin

We do have a handful of Lightning adapters and mini-HDMI adapters on hand in IT, but have not deployed them into every classroom. Since we want teachers and students to have confidence in their ability to fully use every space on campus, this isn’t ideal.


The addition to our classroom deployment this year is the use of Apple TV in combination with AirParrot. iOS and Mavericks-based MacBooks made after mid-2011 will broadcast audio and video to Apple TV’s natively. AirParrot is a client to do the same with Windows and pre-2011 MacBooks. I’ve written about AirParrot before, and last spring it didn’t totally work with Windows 8. After conversations with both Squirrels (the company behind AirParrot– I haven’t gotten to talking to actual squirrels yet) and friends “in the know” at Microsoft, it seems like the problem was a very complex display driver setup within Windows 8. Subsequent updates to 8.1 have made AirParrot much more workable for that OS as well to the point where we’re comfortable deploying it to the school this year.

A couple of implementation notes on AirParrot: since we want wireless projection to be available for students as well as teachers, we have purchased licenses for our students to use and will invite them to download AirParrot and request a license from IT if they want to put it on their school-use laptop. This is a cost to the school, but we purchase class-required apps for student-owned iPads in the Middle School, as well as student licenses for e-mail, and this seems consistent with that philosophy.

Second, Windows 8.1 is still not entirely seamless in its display configuration. In order to serve the display needs of both Tablet and Desktop modes, the Desktop mode has a built-in magnification setting which makes the text and icons more usable (instead of being ridiculously tiny as they would be naturally with the default resolution). This setting is the key instigator in display issues with AirParrot, and some devices may need it to be turned off in order to display correctly. This can result in the text and icons being uncomfortably small on the tablet display itself, which requires adjusting the display resolution. To complicate things further, the magnification setting requires logging out to change– it can’t be applied on the fly. This means it’s much more important to get one setting which can be “set it and forget it” rather than adjusting as you go. It seems as though different hardware models have different “sweet spot” combinations of magnification and resolution which will allow the display to be sufficient both a) in Desktop mode on the tablet and b) through AirParrot. The settings I ended up with on my Surface 2, for example, did not translate to the Surface 3 (the 3 looks great through the AirParrot, though!). We’ll continue to monitor this as the year develops.

Projecting a Socratic Seminar

Knowing that this is a slightly awkward first step towards truly seamless wireless projecting, I’m excited to see the ability for students to use the projector as a tool for discussion and small group work as well as lecture/presentation. When students can share information and resources with a group/class in real time rather than simply as prepared delivery, and when the projector becomes one more “open access” collaboration tool, the classroom is a more flexible and balanced learning environment.

Write On! Touchscreen Tablet PC’s and Music

(Microsoft Surface Pro 2,
Cross-Posted May 23, 2014 at Choralnet
This week Microsoft announced the third generation of their Surface Tablet PC, and the attention it garnered shows that the market is starting to mature for these hybrid devices, which combine the processing power of a laptop with the touchscreen interface of a tablet or smartphone. To some degree, these devices (called Hybrids, Tablet PC’s, or Touchscreen Laptops) are hard for consumers to wrap our brains around: is it a tablet (albeit a more expensive and heavier one)? Is it a computer? Why would I need this when I already have x’? These devices can offer some interesting possibilities in the music technology field, but I suggest that properly understanding what these devices are meant to do will help us understand where they can best be utilized.

The Players

While Samsung and others have made Android-powered tablets that tout their increased power and productivity over devices such as the iPad, the Tablet PC’s run on the new Windows 8 platform. Windows 8 attempts to merge both a touchscreen interface and apps with the familiar Windows desktop that we’re used to from the history of that operating system. While Windows 8 got some decidedly heated feedback, the subsequent update to 8.1 has been much better received (8.1 is a free update to 8). Complicating things a bit, and driving some of the misunderstanding about the power of the Tablet PC’s, has been the release of a stripped-down version of Windows 8 (called RT) designed for mobile devices such as phones and lighter tablets. RT is the version which is meant to compete with the Android- and iOS-powered tablets, but it is limited in terms of what it can run. Developers have been much slower to embrace Windows RT and move their apps already developed for iPads and Android tablets into a third operating system. This has led to a collective impression that the Windows Tablet PC’s “don’t have many apps to run.”
If you can discard mobile-purposed Windows RT devices for the moment, devices running the full version of Windows 8 suffer from no such limitations on the programs available– since it’s a full-version of Windows, it runs everything that your Windows laptop or desktop runs on these devices as well. Rather than thinking of devices like the Surface Pro, or the Lenovo Helix or Yoga as tablets, think of them as laptops that you can write directly on. And therein lies the potential for the music field– the combination of touch interface and the computing power of a full operating system.

Audio Recording

One of the most recurring statements that I hear about working with audio recording on the iPad is that it’s much easier to do the fine controls of music editing with the touchscreen devices than with a mouse and keyboard. Being able to physically manipulate the software sliders as you would a board, drawing envelopes and filters, or manipulating the playback head for fine editing and splicing are all controls which lend themselves well to the fine finger control available in the touchscreen (or with a stylus) rather than the large and more clumsy mouse control. On a Tablet PC, we gain the ability to use this style of interface, but can apply it to fully-powered Windows software. Again, while mobile-oriented RT devices have to wait for programs to be designed specifially for that space, chances are that all of the software currently running on your Windows device will translate to the Windows 8 hybrids– your full Cubase setup, for example.
The processing power and storage capacity of these machines is significantly higher than a mobile tablet as well, and that combined with built-in USB ports means that you can use them in combination with external audio interfaces to a much greater degree than is possible with mobile tablets. While still being smaller and lighter than your traditional laptop, and thus easier to deploy in a field recording setup, it can be the computer hub for your recording needs.

Notation and Composition

As with the recording, the ability to use your full Windows programs in combination with the touchscreen interface is an intriguing combination for composition. Whatever your preference of notation program, running it one a hybrid device will allow you to “ink” and edit your manuscripts by hand using the stylus. In comparison to iOS or Android, I find the Windows 8 stylus capacity to be much smoother and higher-quality. Writing on an iPad, for example, always feels like the pen tip is a bit too thick for my tastes, and my script usually ends up being a bit “fat” and sloppy because of it. Writing on my Surface Pro 2, by comparison, feels very realistic. This review of the upcoming Surface 3 from WIRED describes writing within one row of graph paper. That level of detail makes writing within a notation program very smooth and satisfying. With a little practice, I was able to use the keyboard number pad to switch note values while writing with the stylus in the other hand for a pretty efficient workflow. And of course, with the USB interface, things like keyboard input and external sound synthesis devices are still available as well.

One More Toy?

Some people are the natural gadget-collectors, and the idea of adding another device to the quiver isn’t intimidating at all. For the rest of us, using a Tablet PC involves thinking a bit about what place in the toolbox it best occupies: does it replace an existing device? Does it make something else redundant? Thinking of these devices as tablets with more power, I initially held it up against my iPad and found it unsatisfying. It was once I decided to use my Surface Pro 2 as my full-time work machine that I understood its value– it is truly a laptop with extra capacities. As such, I added some extra work considerations (extra monitors, external keyboard) that make it indistinguishable from my previous desktops or laptops. When coming to something in graphics or audio which is best served by the touchscreen capacity, I can pick up the stylus and work directly on the screen. It’s a great combination of modes, and of course I still have the mobile flexibility. There are times when I use it in a traditional “tablet” capacity as well, although there is a lack of the apps that we’re used to from the iOS and Android space.
In the end, ironically, it did end up largely making my iPad redundant, but because most of the things that I used to do with that device have now either been scaled up to the Tablet PC or down to my smartphone. As more devices appear in the market with this model, including the (much larger) Surface 3 from Microsoft and what now feels like a steady rollout of devices from other manufacturers, a wider range of power and size will be available letting people choose whether they want a true powerhouse machine or something closer to the traditional tablets. Regardless, the combination of the full operating system and the touchscreen interface gives us huge possibilities in speciality or niche computing needs such as music and audio, where a wider range of software, diverse input/output capacity and higher processing power are all necessities.

How About You?

Have you experimented with a hybrid or Tablet PC running the full version of Windows 8/8.1? What are your thoughts or experiences? Do you have questions about these devices? Join in the comments below!

Testing the Surface Pro 2

(image: Microsoft)
Note: This post originally came from my program blog for teachers and parents at University Prep. It was cross-posted at UPTIE on April 30.
The Upper School Device Program requires a laptop and touchscreen device.  While these can be two separate devices, as in a tablet and laptop, there are many new devices which combine both of these features into one device. The Surface Pro 2 by Microsoft is one option for students that satisfies both parts of the device specifications. Below are my testing notes on this device as for our Upper School students.

Organisms and Interactions: 6th Gr Sci (3 of 3)

Figure 3. The Export Movie option will let me send the movie straight to the Camera ROll.

Step 3: Assemble the Project

A challenge came from Quynh Tu, our 6th Grade Science teacher. She has a great organisms and ecosystems project that she wants to move from a poster-based product to an iPad-based one. As she describes it, the students have to create two organisms and describe them individually. Part of the description is the ecosystem in which they live and how they are adapted to it. The second level is that the organisms have to interact in some way (e.g. symbiotic, cooperative, parasitic). In the past, students have drawn their organisms out and labeled things on a poster. She’d like two main things to come out of “iPad-izing” the project:

  • Students can narrate the project, making them verbalize and expand their answers past the simpler poster labels, and
  • Students draw the ecosystem as well as the creatures, so that they have to describe more about the ecosystem’s effect on the creatures. She felt like this has gotten short shrift in the past.

I’ve broken this project down into three distinct stages, each with their own goals and tools:

  1. Build the Ecosystem
  2. Build the Organisms
  3. Assemble the Presentation/Movie

I covered both Step 1 and Step 2 in previous posts. Here, we’ll explore Step 3. To the lab!

Read more

Organisms and Interactions: 6th Gr Sci (2 of 3)

My amphibian creation. (123d Creature)

Step 2: Build the Organisms

A challenge came from Quynh Tu, our 6th Grade Science teacher. She has a great organisms and ecosystems project that she wants to move from a poster-based product to an iPad-based one. As she describes it, the students have to create two organisms and describe them individually. Part of the description is the ecosystem in which they live and how they are adapted to it. The second level is that the organisms have to interact in some way (e.g. symbiotic, cooperative, parasitic). In the past, students have drawn their organisms out and labeled things on a poster. She’d like two main things to come out of “iPad-izing” the project:

  • Students can narrate the project, making them verbalize and expand their answers past the simpler poster labels, and
  • Students draw the ecosystem as well as the creatures, so that they have to describe more about the ecosystem’s effect on the creatures. She felt like this has gotten short shrift in the past.

I’ve broken this project down into three distinct stages, each with their own goals and tools:

  1. Build the Ecosystem
  2. Build the Organisms
  3. Assemble the Presentation/Movie

I covered Step 1 in a previous post. Here, we’ll explore Step 2. To the lab!

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Organisms and Interactions: 6th Grade Sci (1 of 3)


Step 1: Build the Ecosystem

A challenge came from Quynh Tu, our 6th Grade Science teacher. She has a great organisms and ecosystems project that she wants to move from a poster-based product to an iPad-based one. As she describes it, the students have to create two organisms and describe them individually. Part of the description is the ecosystem in which they live and how they are adapted to it. The second level is that the organisms have to interact in some way (e.g. symbiotic, cooperative, parasitic). In the past, students have drawn their organisms out and labeled things on a poster. She’d like two main things to come out of “iPad-izing” the project:

  • Students can narrate the project, making them verbalize and expand their answers past the simpler poster labels, and
  • Students draw the ecosystem as well as the creatures, so that they have to describe more about the ecosystem’s effect on the creatures. She felt like this has gotten short shrift in the past.

I’ve broken this project down into three distinct stages, each with their own goals and tools:

  1. Build the Ecosystem
  2. Build the Organisms
  3. Assemble the Presentation/Movie

In this post, we’ll start with Step 1: Building the Ecosystem. To the lab!

Read more