How to Make an iPad Stylus for Under a Dollar

I recently discovered the joys of making Flipped Classroom-styled videos using my iPad and the free whiteboard narration tool called Show Me. When the iPad is connected to a projector (as I described in this earlier post), I find Show Me to be a great way to simultaneously provide notes to my class while also creating video review materials that can then be posted on the class website or blog.

There's just one problem - I quickly learned that producing legible handwriting with the end of my index finger is much trickier than expected. I did a quick search online and found that iPad styluses averaged about 20 dollars. Rather than blow the cash, I decided to make my own.

What you'll need:

• A pen, highlighter, or marker (I used a highlighter that had recently dried up)
• A sponge
• A piece of wire (about 6 inches should suffice)

How To:

1. Disassemble the writing utensil. You can throw out the insides - you only need the casing.

2. Cut a strip of sponge off the pad (if your sponge was like mine, make sure to remove the green scrubby surface first!).

3. Expose some of the bare wire and twist it around the sponge.


4. Guide the wire through the end of the casing and then gently twist the sponge up and into the shaft. If it's not snug, cut a larger strip of sponge and try it again. Make sure you leave a bit of sponge protruding from the end of the casing for use as a contact point with the iPad!

5. Remove the coating from the remaining bit of wire and wrap it around the exterior of the casing. Your fingers must be in contact with this as you write for the iPad surface to respond to the sponge tip.


For some reason step five proved to be unnecessary for my stylus to function properly. Either because the iPad was so sensitive or because the plastic casing somehow served as an adequate conductor, I didn't need the wire, so I removed it. Here is my finished gadget. Pretty cool, huh?

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Do Typewriters Produce Better Writing Than Computers?

About a year ago, I found a used 1960s portable typewriter for sale. I thought it would be an interesting novelty to share with my students, so I purchased it and brought it in to my classroom. I figured it may peak some interest, but my students’ responses were truly memorable. Several simply had no idea what a typewriter even was; nearly all admitted to never having used one. This was evident when I began to let them experiment on the machine. There were baffled by the missing ability to delete and correct mistakes. One student even apologized after the carriage return bell sounded. He thought he had broken the typewriter!

I was a bit intrigued by the dinosaur as well; I am 29 years old, so other than pounding on my mother’s electric typewriter as a kid, I had no experience with this medium. As a novelty, I decided to write a few blog posts on the typewriter (I later learned this was a niche form of blogging called typecasting). I found that my writing and thought process changed considerably – I was more cautious about syntax and word choice because I was unable to go back and edit, and the length of time it took to write each passage increased simply because my finger dexterity forced me to take my time and firmly strike each key. In the end, my efforts produced a well-thought piece of writing.

I began to wonder how typewriters would affect my students’ writing. After all, a common complaint by teachers is that students rush through writing assignments and are usually hasty when it comes to planning quality responses. I wondered if my district could learn something about teaching the writing process from these archaic machines.

For the past year, I have been slowly accumulating typewriters from community members and friends so that I can use them with my students. I have almost 20 manual typewriters dating from the 1930s to the early 1980s.

This Spring I am planning a writing project to determine the affects of manual typewriters on demand writing tasks. Judging by my own experiences, I predict that the quality and depth of the responses will be better for students who type using a manual typewriter rather than a laptop.

By no means am I suggesting schools abandon computers for typewriters; rather I feel that a lot can be learned by examining how students write using these devices. As more schools move toward a 1:1 environment, this information will become invaluable.

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An Argument For and Against Censoring Huckleberry Finn

Last night, news of Huckleberry Finn’s upcoming censorship was announced by NBC Nightly News anchor Brian Williams (video here). This announcement has been floating around local news media for about a week, but this was the first time I saw it from a major network news source. Clearly, the decision to alter one of America’s greatest literary works had stirred enough debate to bring it to this level, so I felt the need to declare my stance as well.

The only problem is that I don’t really have one. I can see both sides – so here is my argument for and against censoring Mark Twain’s classic work of fiction.

For Censorship

Because The Adventures of Huckleberry Finn is part of the public domain, uncensored editions will always be available both online and from any publisher who chooses to print it with the dasterdly “N-word” still in place. If anything, removing language that some would regard as vulgar is only making the work more accessible. As an middle school teacher I would never suggest the book to a student. While I understand the cultural and historical background of the book, the student – and his/her parent – may not. And it’s not one scene that can be skipped over – the offending word appears 214 times throughout the book. Now that a version is available with some of this content softened, the book can now be read and enjoyed by those people who would have been too myopically focused on the predominance of a word that is no longer culturally acceptable.

Celbrities also say that any publicity – even negative publicity – is good publicity. The same can be true of this censorship story. People are again talking about Huckleberry Finn, a story that was written more than 130 years ago. For example, The Adventures of Huckleberry Finn is currently the #2 download on Project Gutenberg, trumped only by The Karma Sutra. It is again on the minds of Americans, and no one can argue that as a bad thing. If a little controversy is the cause, then so be it.


Against Censorship

The Adventures of Huckleberry Finn is not the first, nor the last book to be published with inappropriate language. This language was not included by Twain as a vulgarity – it was simply part of the American lexicon in the 1800s. If Huckleberry Finn deserves scrutiny, then it is only fair that we uphold this standard for all other books – especially those we are currently publishing and embracing as a society.

Take, for example, the recent release by MTV reality star, Nicole “Snooki” Polizzi from the embarassingly crass Jersey Shore. It is a work of fiction that cronicals two girls and their exploits – one of which is a graffic retelling of a date rape scene. Here is the quote:

"This girl was putting up a fight. Most whores would just give in at this point
and accept the situation they were in. If she ate the dinner, took the gifts,
came home with you, she was obliged to put out. If she changed her mind and
didn't want to? Too bad. Things might get a little rough. She deserved what
happened."

In an interview yesterday with Ellen Degeneres, Polizzi admitted that the book is targeted toward early teenagers.

Why is it okay for a recent book – esentially young adult fiction – to condone rape, yet a book written 130 years ago cannot contain a word that was regarded as casual diction at the time it was written?

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All Typewriters are not Created Equal

Below is the 2nd of my series of posts exploring the use of old manual typewriters. Read the first post, here.

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Using Typewriters in the Classroom

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The Great American Mail Race

Last week I received a letter from Tami, a 14-year-old student from Butte Valley Middle School in Dorris, California. The letter was simply addressed to “Any 8th Grade English Teacher” and began by explaining that her class was participating in The Great American Mail Race.

After reading her letter and the accompanying note from her teacher, I wanted to learn more about this project. I was surprised to find an absence of an official website, but Google helped uncover the basic premise of the Mail Race. Students from around the country use the computer to find the address of a faraway school and then write to them sharing information about their personal interests, and their school and community. The class who receives this letter is encouraged to respond to it, and then find a new school to write to. The Great American Mail Race is like an educational version of a chain letter.

The problem with correspondence sites like e-Pals and services such as Skype is that the difficulty is in finding someone willing to participate. I love the idea that the Mail Race removes this barrier.

I’m planning on having my students participate in The Great American Mail Race. I’m going to randomly assign the state, but each student will be able to choose two different schools to write to. I figure this will double the odds of receiving a return letter. As a team, we’ll be mailing out over 200 letters – I’m interested to see the number of replies we get in return.

Guidelines for this project appear to be flexible and not really documented on any particular site. Some schools have students write friendly letters, others mail out formal surveys. It’s usually encouraged that the teacher mail a letter along with the student’s to help explain the project, but even this seems to be optional.

If you’re interested in participating in The Great American Mail Race, feel free to use my handouts as a model for how to approach it with students, and also how to formulate your own teacher letter.

The Great American Mail Race - Teacher Letter




The Great American Mail Race - Student Directions

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Using Postcards to Connect Students to the World

When I was in 7th grade, my French teacher connected us with pen pals in France. They wrote to us in English, and we responded in French. I remember being most interested in the small details of the letters – how the margins on their lined paper were slightly larger than ours, the curious stamps, and the red-bordered airmail envelopes they were sent in. It amazed me that I was holding something that had traveled thousands of miles. Once, our teacher (at the certain disapproval of our school who had to front the international charges) placed a call to our corresponding class. The idea that the voices on the other end of the speaker phone lived in a foreign land was enough to make all of our young minds explode.

Of course, this was in the early 90s, when the Internet was only for folks wealthy enough to afford AOL's hourly rate service. Other than the occasional Canuck (my hometown is located about 30 minutes from the Canadian border), most of us had never met anyone from another country.

That's something kids seem to take for granted today. It's nothing eyebrow-raising to compete against a German on Xbox live, or to have a conversation on a message board with someone living in Japan, or perhaps read the blog of a person experiencing the turmoil of the Middle East first-hand. Our ability to easily connect to anyone in the world has dulled the excitement in doing so. International connectivity is just a free Skype call away.

There's something missing in all of that. Something tangible – that feeling of wonder I got years ago from holding a paper that had seen more of the world than I had. I wanted to share that feeling with my students, and that's why I decided to turn Postcrossing into our year-long team project.

Postcrossing.com is a free service that allows random users to send each other postcards. For every postcard you send out, one is sent back to you from a different user. It's not correspondence, but more like single serving pen pals. The idea of having an anonymous and captive audience for my students to write to was an idea too good not to try.

Rather than use generic postcards, we had this one printed for our Postcrossing project. It was only about 70 bucks for 500 cards, well worth it in my opinion. Every week I pick one student per class – five total – to write a postcard representing the team. They write about their likes and dislikes, about their homes and families. That postcard is a chance to share a piece of their lives with someone they will never meet.

I don't grade these. It's about the experience, not the evaluation. When we receive postcards, they are shared with the team and then added to our Postcrossing map along with a string indicating its point of origin. And much like myself in 7th grade, my students are fascinated by minutia like the curious images on the postcards, interesting spelling, or unique first names. All things they wouldn't think twice about in an online environment.

At the time of this post, our Postcrossing account indicated that the postcards currently hanging in my room have traveled a combined distance of more than 120,000 miles. Even though that's a number so large most of my kids simply can't fathom it, these postcards connect them to the rest of the world better than any website, chat room, or email could ever accomplish.

A brief article on Postcrossing in The Niagara Gazette

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Using the iPod Touch to Word Process

A glimpse of Zoho on the iPod Touch

Maybe it was too much birthday cake, but last night I had a bit of a stomach ache. I called it an early night and climbed into bed to play with my new iPod Touch.

Years ago I had experimented with students writing on a Pocket PC using Pocket Word. I was hoping to find an app for my ipod that was along the lines of a pocket version of OpenOffice but as far as I can tell, that doesn't exist. Instead I turned to Zoho.com - the leading rival to Google Docs. As far as I'm concerned, the two are equal. The only reason I favor Zoho is because up until recently Google Docs was blocked for us at school.

Toying around with my iPod last night eventually turned into a blog post about the dangers of poor administrative decisions. It was a decent post, but I was more proud of the fact it was written in such an unconventional manner.

I'm proud that this post is being written the same way. Here's my quick how-to for turning the iPod Touch into a portable word processor.

Go to mobile.zoho.com. Saving a shortcut to the home screen creates a very app-like icon. Unfortunately, Google gears hasn't quite found it's way to the iPod yet, so cloud sites only work with a wireless connection. Otherwise, it functions very much as a suitable word processing app.

Notice the Zoho icon at the lower left of my home screen.

Pros

• The iPod Touch keypad allows for surprisingly speedy typing (especially when turned horizontally).

• Because Zoho is a cloud app, work started on the iPod can later be completed or edited on a laptop or desktop computer.

Cons

• Mobile Zoho is missing many of the bells and whistles that the full-scale app boasts. The one most sorely missed is probably spell check. As a Firefox user, I've grown used to a built in spell check when I type anything.

• Mobile Zoho does not support direct export to other sites. This means after I'm finished typing this post, I'll have to copy and paste it into the Blogger editor before publishing.

• Creating a new document is not a problem. Neither is adding text or saving it. There's one major glitch with using Zoho on the iPod Touch. For some reason, after the document is saved and closed, it is no longer able to be edited again on the iPod. It can still be opened and viewed, but clicking on the text field does not bring up the key lard and cursor. I sent a support request to the nice folks at Zoho - if I hear back, I'll update this post.

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Why Schools Should Use Open Office

Open Office is a free and open source alternative to the Microsoft suite of applications. It is available for download at openoffice.org

I first began using Open Office several years ago when I cleared Windows off of my home laptop in favor of Ubuntu Linux. I didn’t really have much choice in office suites considering Microsoft applications are unable to run on a Linux platform. The transition was easy though, and I soon found myself preferring Oo to the Microsoft suite.

Imagine my excitement when I learned that my school district was ready to begin implementing Open Office in the classroom. Today I attended the training for volunteers. A bit redundant for me? A bit. But it’s exciting because it’s my district’s first step in shifting student learning away from proprietary word processing software to open source – a change that is such a no-brainer that it amazes me that every district has not done so long ago.

Here are my reasons why every school should consider Open Office before devoting a large chunk of their technology budget to Microsoft licensing:

Pros/Cons
I began the workshop by making two columns in my notebook. I figured the day would make for an easy blog post outlining the pros and cons of using Open Office compared to the Microsoft suite of applications. As the day progressed, the columns remained pretty much empty. Comparing the two isn’t like comparing apples to oranges, but like comparing Granny Smith to Red Delicious. The skin’s different and the overall taste may be a bit off, but it’s the same thing. Sure, there’s minor differences, but with each negative comes an equal positive. For example, Open Office’s word processing application, Writer, cannot open Docx files formats (standard in Word 2007), however it has the built in function of converting a document to a pdf. Is the negative or the positive more significant? It’s nit-picking at that point.

Versatility
We should be teaching students the skills, not the program. If students only learn by using Microsoft Word, how much are they learning about using the program versus how much they’re learning about improving their ability to create written pieces on the computer? In theory, they should be just as successful whether they are using Open Office, Microsoft Word, Corel WordPerfect, or even something bare bones like Dark Room. Plus, in today’s struggling economy, it’s naive to think none of them will ever work for a business that is unable to afford high end proprietary software.

Price
My favorite explanation of open source software is that it’s free – free as in freedom, because it can be modified by anyone, and free as in free beer, because it costs nothing. It takes about 2 minutes to download, and another 2 to install. In those 4 minutes, Open Office can save a district thousands of dollars in Microsoft licensing fees.

Why aren’t more schools doing this?!

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Dear Former Teachers, I Turned Out Okay

Quite often, I find myself trying to imagine who my current students will become as they grow up. It's difficult to see past the roles they play in my room – the spaz, the loner, the jock (I'll stop there before the copyright infringement letters from The Breakfast Club start appearing in my mailbox), and that can be disheartening at times. I want my kids to grow up and lead happy and successful lives, but it's just not realistic to assume that will be the case for all of them. It's uncharacteristically pessimistic of me to think this way, but it's reality.

Reflecting on my students made me reflect on myself at that age. I know the role that the 13-year-old me played was a bit sketchy at times. What portrait of the future did my younger self paint to my former teachers? Probably not a very promising one.

Last week I tracked down three of my 8th grade teachers, and sent them an email. I felt it was important that they know I survived college, found a good job, and started a family. It means a lot to me that they know their troubles didn't go without notice.

Here's how I started my letter:

My name is John Mikulski, and I was your 8th grade student in the 94-95 school year.

Like many 13-year-old boys, I was awkward, irritating, and definitely a bit smelly on warm days. I remember crying at the dinner table over homework, and I remember having no clue how to impress the guys while looking cool in front of the girls. 8th grade was a difficult year for me, but for some reason, it stands out as a defining time in my life.

I found writing my letter, and reading the two responses I received to be truly rewarding. I encourage everyone to contact a former teacher and do the same. Tell them you turned out ok. That you're happy. But most importantly, that you are all these things in small part because of them.

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Why I Blog

I was reading MsJWeir's first post in her newly created blog, and it got me thinking about my own experiences (follow her on Twitter @msjweir).

In education, blogging is the best of all worlds. It provides a universal audience, feedback, revision, purpose – it's like the perfect writing assignment. I am always on the hunt for the latest and greatest technological something-or-other that I can use in my class, and blogs certainly fall into that category. But that's not the only reason why I keep a blog.

I think one goal of English Language Arts is to create independent readers and writers. Wouldn't it be hypocritical for me to request this of my students if I don't practice what I preach? My students don't know the address to my blog but they know it exists, and they know I try to post often.

It's the same reason I try to read my own book while my students read theirs during SSR (silent sustained reading). Teachers spend too much time telling kids that reading and writing is important, when we should be telling them it's valuable.

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iPods in the Classroom - Webinar Notes

Last night I attended my first webinar hosted by EdTechConnect. The webinar was titled I Didn't Know you Could do that with an iPod, hosted by Arizona educator, Tony Vincent. During the webinar I used a Word file to take notes, copy links, and capture a few screen shots. Here are my notes from the evening.


Audio/Music:

• External microphone accessories can turn the iPod into a portable hand-held recorder. Possible uses – Podcasting, collaborative student projects.

• One point Tony mentioned that I found to be interesting was that Apple mis-labels categories on the iPod. The “music” index can really be any audio file. For example, this could be a famous speech, radio broadcast, or historical interview. Transcripts can be added to the file in iTunes using the “lyrics” options. I also thought it might be neat to include response questions. Not only would the iPod hold the audio, but it would become something of a digital worksheet as well! Lyrics can be accessed on the iPod by pressing the center button four times.

• Another great use for the iPod is for editing student writing using SpokenText.net. This site converts a Microsoft Word or PDF file into a spoken audio file. This can be loaded onto the iPod, and then the student can listen to their work. This will help them detect any issues with context, fluency, grammar, etc.

Photos:

• The iPod's photo section can be manipulated for use beyond just sharing vacation pictures. For example, it can become a personal presentation tool by choosing the “save as jpg” option in PowerPoint. Each slide becomes its own image and can be uploaded to the iPod.

• iPods can also be used for studying in the form of digital flashcards. While it may take a bit of knowledge using programs such as Photoshop, Gimp, or even Microsoft Paint, teachers can create a series of jpg images that, when viewed in the correct order, can be used as flashcards. Tony showed one example that was a review for identifying U.S. states and capitals. The first image was just an outline of the state. When he progressed to the next image, it was a copy of the first image but with the name of the state and its capital included. It may take some time to create and organize a set of flashcards like this, but once made, they can be distributed to an unlimited number of iPods. There are also resources online for downloading already made sets.

Notes:

• An iPod is capable of reading up to 4000 characters saved in a simple .txt file. The text is unformatted but its small file size means that an iPod could literally hold 1000s of books (albeit not a practical substitute for an ebook reader such as the Kindle).

• Sites like ipod-notes.com and ipreppress.com can help prepare writing for the iPod, but the most useful application of the notes function is in the creation of student-written “choose your own adventure” stories. Students write all the parts to the story and then use iWriter to link the pieces together and load them onto the iPod. iWriter creates hyperlinks at the end of each file that provides the path to the other parts of the story. The only downside is that iWriter has a cost attached, but I imagine anyone with some basic HTML knowledge can figure out a way to hyperlink the .txt files together.

This webinar was focused primarily on scroll-wheel iPods such as the classic, nano and mini. I can only imagine what else can be accomplished on touch screen iPods - and apparently it's enough to warrant another webinar. Tony will be presenting on Ustream as well as at NECC regarding using the iPod Touch in the classroom.


Here's the chat log of the 160+ attendees. If you're interested in learning more, check out Tony's website Learning in Hand, or follow him on Twitter @tonyvincent.

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