Do Androids Dream of an LMS?

androidThe three major LMS platforms teachers are using at our school are Moodle, Edmodo and Google Classrooms. These days it is increasingly essential to be able to monitor your Learning Management System 24 hours a day. All three of these platforms have mobile apps. But how do they stack up? I have an android device so I used that, but I assume other platforms will have similar apps. Do you really need a mobile app for your LMS though?

In reality I am so frequently at my computer, both at work and at home, that I use that to access my teaching platforms all the time. When I am away from school, or from home, my view is that I am not working, and don’t have to access my LMS at all! After all, is anything that one uses an LMS for so vital it cannot wait a few hours? In terms of normal operations, probably not! However, I do find it useful to monitor what is happening, or to access resources saved on my LMS if I need to. On days when assignments are due I often get frantic messages from students about the status of their submission, and a quick check is helpful.

I can well see that being able to access the LMS on a phone or tablet might be extremely useful in some situation, or for some teachers. One does not. of course expect full functionality from an app, but I think it is fair to assume that at minimum, a teacher should be able to receive notifications and reply to messages, be able to view classes, students and assignments, add new assignments and mark assignments that have been submitted. Students would expect to be able to view resources and assignments, and submit their assignments online if possible.edmodo mobile

Edmodo Mobile

The rating on Google Play is 4.1. The number of reviews indicates that a great many users are satisfied with the app, and that it clearly serves a purpose.

I have to say that the reservations I have about it are mostly due to my feeling that Edmodo itself lacks some of the features I absolutely require. But this is not a fair issue to raise when looking at the effectiveness of the app itself. I could do pretty much everything that I normally do on the web, on my phone. I was able to create new assignments, grade work submitted by students and receive notifications and alerts as normal.

The app interface is attractive, clean and easy to use. Were I an Edmodo fan I would definitely use this app all the time. And I think I could, at a pinch, pretty much use nothing but my phone to run my Edmodo classes should I wish. The app then gets a five-star rating from me!


moodle mobileMoodle Moblie

The rating on Google Play is 3.1. It has been reviewed very few times, however, which probably reflects the fact that Moodle fans will find less use for this app.

Moodle’s great strength is its versatility and power, virtues which do not translate well into scaled down apps. While I could do pretty much everything I usually do on computer using Edmodo, the difference between the computer-based and app-based interfaces on Moodle is huge! I could view courses, and course content, something students would find very useful indeed. I could access student profiles and assignments, and download and view their submissions, but I could not find a place to submit a grade. This is a huge pity, and detracts from the app considerably.

I was able to upload content to Moodle, but I could not find a way to create or add to assignments. This again, is a serious limitation. In essence it means that a Moodle enthusiast has no real need to use the app, probably why its rating is relatively low.

The look and feel of the app is clean and attractive, and it is easy to use, but ultimately, I’m not sure I’d ever really use it except in an emergency, and I’d have to go back and access the platform via computer later anyway. I’d give the app a rating of a poor three stars.

***classroom mobile

Classroom Mobile

The rating on Google Play is 4, and this reflects the easy way in which the mobile interface reflects the functionality of the platform.

I can instantly see why this is the case. You can pretty much do everything on the mobile app that you can on a pc. I was able to view and create assignments, view content, add courses and content, and grade student submissions. The interface is clean, attractive and relatively easy to use. As with Edmodo, I felt that I could use my phone to run the LMS should a computer not be available. A five star rating is thus appropriate.



Overall I felt that all three apps were useful, and well designed. The Moodle app was the only one which featured severely scaled back functionality, both compared to the platform itself and to what one might want to do with the app. I have mixed feelings about this. On the one hand I feel that it is not really that imperative to upload content or grade student submissions via a phone: the area where Moodle lacked functionality. Personally I would normally only ever want to view content or check for messages or notifications. As such the Moodle app does a good job. But I do recognise that man others may want this functionality and in this case the Moodle app does suffer by comparison.

Do Androids dream of an LMS? Hell, yes!


The Myth of Innovation in Education

Dorian Love:

A very thoughtful piece of writing from Tom Whitby, one of the most insightful educators out there!

Originally posted on My Island View:

When it comes to the use of technology for learning within our education systems there seems to be two different pictures of our current status. As a connected educator interacting online with many other tech-savvy educators, I see an image of a slow, but steady evolvement of technology-driven innovation in education.

As a person who travels the country engaging educators in conversation, face-to-face conversation, wherever, and whenever the opportunity arises, I get a very different picture. I see a status quo supporting a 20th century model of education with little professional development that is directed by districts to update their teachers. Too often I am getting stories of administrators discouraging change and teachers not willing to evolve beyond where they are. I am not sure how to get an actual picture of what education really looks like today when considering the branding, public relations, and political posturing that is…

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Posted by on June 25, 2015 in Uncategorized


5 Easy Ways to Implement EdTech in Class

Originally posted on Education and Technology:

DigitalTechnologyEdTech. It’s the new buzz word on campus and everyone is doing it. But you have never had much time for technology anyway and balk at the very idea of including EdTech in your classrooms. You aren’t a geek so how can people expect you to do all this techie stuff in class?

Using technology in class doesn’t need as much technology savoir-faire as most teachers fear.  Basic knowledge of MS Office and Internet is all you need to give your classroom the much needed tech makeover !

Here are 5 easy ways for you to use technology in class:

MultimediaPresentation1. Multimedia presentations: Jazz up your class with PowerPoint presentations incorporating rich text and images to keep your students’ attention riveted to the lesson. Almost all schools now provide a projector or interactive board, so all you have to do is plug in your presentation and transform a boring lecture…

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Posted by on June 22, 2015 in Uncategorized


Mutton Dressed as Lamb: Why Writing Exams on iPads is a Mistake

Originally posted on Ideas Out There:

In a recent post on Facebook, a well-known girls’ school in Johannesburg pronounced that, for the first time in the school’s 127 year history, the girls were writing exams on their iPads.

While this certainly speaks to a big upswing in the integration of technology in South Africa, and I would be the first to congratulate St Mary’s on experimenting so bravely, I do wonder if there is not something deeply wrong with writing exams on iPads. Specifically, if we acknowledge the potential that using personal tablets has for changing the very nature of assessments themselves (into more personalized, student-centered and diversified artifacts of learning and understanding), then we must also acknowledge that using iPads to write standardized examinations is a mistake.

Unfortunately, I have no information on what this exam was like. It may well have been a deeply individualized assessment wherein the young ladies were allowed to use…

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Posted by on June 18, 2015 in Uncategorized


How to Make the Edtech Integration Guy’s Job Difficult

Originally posted on Ideas Out There:


Dear teachers

It’s a lot of fun showing you how to integrate technology meaningfully into your lessons. When a teacher has an ‘aha moment’, it gives the humble technology coach / ICT integration specialist the same kind of endorphin-fueled kick as when his students do.

But motivating you to integrate technology in a way which stimulates engagement and independent learning can be very tricky indeed.

Specifically, it makes our lives very difficult when you say things like…

  • “This is all very nice, but I simply don’t have the time. I have a syllabus to teach and tests to mark, you know!”
  • “In my day we got along just fine without all this fancy-schmancy tech stuff.”
  • “So now we’ve got to make our lessons all exciting and engaging? That’s not teaching.”
  • “I cannot allow my students to discover this stuff on their own. They won’t get it right.”
  • “Yes, but…

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Posted by on June 13, 2015 in Uncategorized


Cool Tool | Activate Instruction

Originally posted on

CREDIT History Channel and Activate InstructionA free tool that helps teachers nationwide share resources, Activate Instruction also helps students direct their own learning, and helps parents stay in touch with what’s happening at school. Founded by the Girard Education Foundation, Activate is a unique collaboration of teachers and leaders from successful schools, educators-turned-developers and passionate philanthropists. Teachers use Activate to organize, share, and search quality Common Core-aligned resources, and curate them into student playlists. Parents and students can follow teachers and search by topic. Activate’s content bank includes more than 39,000 resources and 4,500 playlists—largely contributed by high-performing Summit Public Schools and High Tech High. The flexible platform supports a variety of learning models, and engages teachers, students and parents with a collaborative, social environment. The platform was built by Illuminate Education and tested in a two-year pilot by Summit Public Schools. Girard Education provides funding and proactive program management, and works with a growing ecosystem of schools…

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Posted by on June 12, 2015 in Uncategorized


What Sports Betting May Have To Tell Us About Education

superbruI have become quite a fan of sports betting. Without the money, of course! I’m way too poor a gambler to risk my shirt! The site I use is Superbru, and the idea is that you make sports predictions and get points for accuracy based on whether you predicted the result correctly, and whether you predicted the correct score. Your points are not based on the absolute accuracy of your prediction, but rather on how well you did against others in your pool.You can form public or private clubs and compete against friends or colleagues for kudos! All good fun!

Within each club you can compete in tournaments, which might run for a single sporting event, or for a season, such as the English Premier League soccer. At the end of the current soccer season I was sitting in second position in my club, and the chap in first position invited myself and the chappie in third round for a drink to watch the final games and see who would win the league. By the end of the evening I had slipped down into third place and our gracious host remained unchallenged in first position! While this was all very sociable, I believe that it also has a message we can draw on for our classrooms. I’m not suggesting we introduce our students to the world of sports betting! That might represent, after all, a bit of a slippery slope. But I do think that the main mechanics of this kind of site have a great deal to teach us as teachers.

I’m not suggesting that we predict sports results on a regular basis, although that could form the basis of any number of lessons. I believe that many of the mechanisms used in sports betting websites like Superbru, would have traction in the classroom.

The first mechanism is the idea of the club. The value of team sports lies very much in what they teach us about collaboration and esprit de corps! When the top order batsmen are back in the hut, it is often down to the lower order to save the day, and the success of the team often rests on the performance of its weakest individual. How that individual is mentored and supported by the team is what makes a team a team! Clubs operate very much in the same spirit. Students are frequently organised in age cohorts, in houses which cut across age cohorts, and in form classes. A student thus might have multiple identities across a school week. During the swimming gala or inter-house debates, she might support her house, at other times she might feel closest to her form class, or even her entire grade. If she participates in extra-murals, her identity might be formed by being a member of the choir, or the music department. Or she may see herself as a History student, or a Spanish student.

What is often missing in these associations, though, is any real sense of support for the weak, which is common in sport. In our classrooms, the end result is usually a report card for each individual, with a list of grades achieved by that student. Students know that ultimately this is what matters as their grades give them points for University entrance, and prizes and kudos within the school. What is missing is the importance placed on achievements at a personal level. Sport often hinges on these moments: a personal best by a player that swings a match! In sports betting too, the battles are often not for top spot but between friends for a minor position or even just to get one up on someone you know in the pool. The friendly banter and obsessive interest that can be aroused by these rivalries is all part of what makes for a successful club environment. “I don’t mind where I come, as long as I can beat you!” It sounds daft, but sociable rivalry, sociable competitiveness is something we could perhaps explore in our classrooms to some benefit.

On Surperbru you can belong to multiple clubs, and be ranked differently within different clubs, much as any student carries multiple identities across the school. I find it fascinating to see how my performances on Superbru compare in different clubs. Amongst Spurs supporters I was in the top 4% for the recent season, I was third in my regular club, and top in another. In another tournament I am currently in twentieth position out of twenty-one – lest you think I am a whizz at this!

Within a classroom it is common to form groups at different times for different activities, and for the teacher to mix up the groups from time to time so that students learn to co-operate and collaborate with a range of different people. I would argue, though, that the greatest benefit can come from a semi-permanent grouping which brings together students who might normally not share the same interests or affiliations and ensures that students learn to work together with people over a longer period of time than the single task.

In my computer skills classes I divide each class up into Mentor Groups which have the longevity of a year. These groups are given the names of women who have shaped the history of computing such as Ada Lovelace or Radia Perlman and are encouraged to support and help each other with individual assignments as well as group tasks. I hope that by creating these more permanent sub-groups within my classes, I will provide a way of encouraging ongoing mentorship and support.

predThe second mechanism on sports betting sites which I believe would be useful in the classroom is the mechanism of Prediction. The content of much of what we teach centres around facts and certainties. We tend to forget how central prediction is to the thinking process. All knowledge is tentative and provisional, and a pedagogy that focuses on prediction is one which foregrounds thinking rather than content. It makes no sense to talk of predicting what the capital of Sweden is, but a great deal of sense to speak of predicting what would happen if you added water to phosphorus. As an English teacher I often use prediction when studying a literary text. What should, or what will a character do next? Questions about what would you do, what do you think a character will do addresses core concerns around characterization in a novel or play and opens up discussion around multiple points of view. If they do this, what do think will happen? These are powerful questions, and it seems to me that the sports prediction metaphor acts as a useful model for organising prediction in the classroom.

What do I mean?

Many teachers use polls, and these can be used for prediction. You can also use Google forms to set up quick questions. What is good about using Google forms is that it generates a spreadsheet of responses, and if you use Flubaroo it will self-assess the responses. You can then use the email address to sort responses over multiple rounds of predictive questions and a total can be generated, giving a prediction leaderboard much as you would find on Superbru. If this is a bit too much work, you can use a chart in the classroom which can be updated manually either on an individual or a “club” basis. Either everyone who gets it right gets a point added to their chart, or just the group with the highest accuracy!

Adding a dimension of social competition to the discussion around prediction, I believe, opens up all sorts of opportunities as it gives a weight and importance to prediction.




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