Gripcase – simply marvellous!

I’ve been meaning to write a post about these fabulous iPad cases for a while. I originally was first shown these by an ADE friend in October 2011, and immediately ordered some for use at school. Gripcase is made by a US company and is really well designed from a great and very strong material.

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I originally bought these cases for use in our Primary School Рwe have shared sets of iPads in charging cases and so any protection needs to be quick and easy to put on for teachers and provide 5 year old proof protection for the iPad during a whole variety of activities and environments Р not a lot to ask for then!

Check out this video from Ciaran McCormack demonstrating some of the more unique case properties of the Gripcase.

Since then, they have also found their way into our music department for their set of iPads. Again being easy to put the case on, but also the nice big handles, ability to stack and shock absorbing properties prove useful in an unconventional classroom environment (our band room has numerous chairs and instruments but little in the way of desk space).

On occasions, Gripcase has also been used (or should that read abused?) by our science department. An iPad in a Gripcase swinging on a rope from the ceiling makes an excellent pendulum, and combined with a data logging app such as Globilab or Sparkvue and the built in accelerometers on the iPad, providing great opportunities for physics investigations while protecting the iPad ūüôā

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I was lucky enough to meet the Gripcase guys, Brian and Matt at BETT this year. Extremely lovely guys and a great product. I was also able to get a sneak preview of the iPad mini Gripcase (due to hit distributors and website soon) and they also shared another nice accessory for your Gripcase, which I used pretty much all week. A stackable stand which also allows you to position your iPad at different angles for more comfortable typing or playing music for example.

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As Ciaran shows in his video demonstration, the Gripcase provides huge amounts of protection and means our primary teachers can take iPads outside and around school filming without fear of breakages and the handles make it much easier for little hands to move iPads around the classroom. A really great investment, which I’m sure has saved more than the odd iPad at school! I can’t wait for my iPad mini case to arrive either!

More iPad gadgets for science

I probably have more than my fair share of gadgets and peripherals for the iPad and iPhone, but two that have been particularly useful in the science classroom are the focus of this post.

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The first is called Airmicro and is a wireless microscope. This gadget (which has been likened to an otoscope (for looking into ears)by friends, and an electric drill by airport security) creates it own wireless network using 3 AA batteries. Using one of several iOS apps, you can then connect your iPad to the wireless network it creates. The objective lens can be changed and a variety of lenses from 15x to 400x magnifications are available.

While not cheap (around £400, lenses vary from round £50 to £200), there are a couple of things that make this a really useful tool in the classroom. Traditionally, decent quality video microscopes are expensive enough that a school is not likely to have more than one of them. Inevitably, lessons involving video microscope work end up actively involving a minority of the class.

With the Airmicro, students can also connect to microscope using the app and capture their own pictures. The Mytech app (download here – free) also allows student to overlay a scale to take measurements much like using an eyepiece graticule with a conventional microscope. This means students can actively participate in lessons, even if there is only one Airmicro. This also makes it much easier to share the images captured under the microscope too.

We have used this very successfully in the classroom and although not designed to work with traditional microscope slides, we have had a good deal of success using the Airmicro attached to a clamp and stand and placing a sheet of white paper behind the slide.

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I bought my Airmicro from the Japanese manufacturer (Scalar – click here for more info), but there are also UK and US distributors now I think.

The second gadget I want to highlight is the Withings Blood Pressure monitor. Available from the Apple Store online and other resellers, this connects directly to the iPad using the dock connector (not currently lightning connector though). It does exactly what the name suggests and is a blood pressure cuff which is controlled by a free app on the iPad (you can download the app here).

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Again, in the classroom, I don’t think there is any need to have a lot of these, but when studying a unit on the heart and circulation for example, a really nice starter to each lesson of the unit could be to pass the blood pressure monitor around the classroom and have the students measure their blood pressure. Over the course of the unit, the students would build up a graph of their own blood pressure at different times of the day/week, and could be asked to investigate reasons for differences, for example. At around ¬£100 this is not the cheapest science add on for the iPad but like the Airmicro could be another useful tool to maximise your investment in iOS devices.

Science in the Classroom with iPad

Having had a few days to recover from BETT, I have also been reflecting on the weeks events and experiences. I thought I would also summarise each of the workshops I ran, and sum up the workflows and apps I covered. The first workshop was really a continuation of the science workshop I ran last year at BETT but I was also keen to try to squeeze some pedagogy into the 25 minute session too.

The workshop began by looking at investigative science and experimental write ups. At GCSE and A/IB level, this is an important skill and the iPad offers very practical tools to facilitate this.

Looking at an IB level chemistry experiment investigating Beers law, I demonstrated Labdisc by Globisens. You can read more about Labdisc here. Using the biochem lab discs built in colorimeter, I measured the light transmission of various copper sulphate solutions demoing how to take manual readings with the Labdisc.

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I recorded the data into a Numbers spreadsheet and demonstrated how the data could be simply turned into a graph and the unknown solution marked on the graph. Switching apps between Pages and Numbers allowed me to write up the app and copy data created in Numbers to create results for the experiment. Adding photos of the experiment captured using the iPad cameras helps to create visual hooks to help students recall and remember experimental procedures. I won’t argue that this is hardly transformational, but there’s no arguing the iPad is a versatile classroom tool, allowing data logging, spreadsheet and word processing capabilities with a built in camera. Add wifi access to more information than anyone could ever absorb, and ¬†while it’s nothing other tech doesn’t allow us to do, the iPad allows it to be done more simply and quickly. Isn’t this what we want our tech to enable us to do?

Next we moved onto Physics….I’ve already written a post about the last app I showed, cstr physics (you can read it here). I started this section by demonstrating a free fall experiment that can be done with the Labdisc and a table tennis ball. Dovi (the CEO of Globisens has a nice video of this experiment here)….

I then discussed how the iPad gives us ways of doing things that were either impossible of very difficult previously.

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Using Video Physics by Vernier (you can download here Рit costs £2.99), we looked at carrying out the same experiment using motion analysis. This allows you to either record or use video previously recorded on the iPad, and use motion analysis software to track an object. The app will also produce graphs of the data captured, and this can be exported for further analysis in software such as logger pro. It is also possible to create a video file with graphs etc, embedded. Not all of the graphs produced are really very useful, but for the price this is an amazing tool, and with the ability to easily share files to Logger Pro, there is substantial classroom potential for this app for a whole range of speed and acceleration experiments, and also what about using it in PE to analyse sports movements such as throwing a basketball, kicking a football or hitting a tennis ball. This app is well worth looking at particularly if you have access to Logger Pro software in your school (more info here).

The final part of the workshop looked at Biology, and I discussed ways that a topic such as heart, blood and circulation could be covered. I’m currently putting together separate posts about some of the gadgets and apps I used during the Biology part of the workshop, and will link them here when I have posted them.

I was really pleased both with how the workshops went at BETT and by the amount of positive feedback from teachers who attended the workshop. Combining some really useful apps and a couple of gadgets such as the Airmicro and Labdisc, the iPad can be a very versatile tool for science learning, allowing us to support learning in wholly new and exciting ways.

Back from BETT 2013

So, I’m just back from another great week presenting at the BETT show. This is the thrid year I’ve been lucky enough to be asked by Toucan and AT Computers to present workshops for teachers at the BETT show, and I think this year was probably the best yet!

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It was an absolute pleasure to spend a week with two good friends and fellow Apple Distinguished Educators, Joe Moretti and Julian Coultas and throughout the week we presented workshops on a whole variety of iPad related classroom workflows. There were many highlights during the week and I’ll no doubt be blogging about them over the coming days. To give you a little flavour of the week, I’ll mention just a few of the apps and tools we looked at; Showbie, Garageband, Nearpod, Labdisc and Globisens, Book Creator, Explain Everything, printopia, me-drive by Kanex, iBooks Author and iTunes U. The focus was very much on pedagogical approaches and classroom workflows that deeply integrate learning and technology – I hope we managed to deliver on our promises!

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One of my new resolutions following BETT is to make a concerted effort to actually maintain my blog/site, as this week has reminded me of the importance as an educator to share. Hopefully at least some of the ramblings which I am sure will follow will prove useful to some of those who find themselves here……