An new feature of Apple TV which came with the 5.1 update, however we only found out about this last week, is the ability to configure the Apple TV to display an on screen code when a device mirrors to it using AirPlay.
Before the only way to try and secure the Apple TV and stop anyone just connecting to it from anywhere on the network was to set a password on the Apple TV. This had is limitations because once an iPad had connected to it once using the password, the iPad would always be able to connect to the Apple TV as the iPad stores the password. Therefore once you have connect, for example, a students iPad to show their work to the class then the iPad would always be able to connect to the Apple TV in your room from anywhere in the school. The student using the iPad could then decide to connect to your Apple TV and kick your iPad off anytime they want from anywhere in the school.
By turning the Onscreen Code to ‘On’ on the Apple TV every time an iPad connects to the Apple TV via AirPlay the Apple TV displays a different four digit code. Once an iPad is connected then no other iPads can connect until the connected iPad has been disconnected.
In a school environment this is a massive improvement. You have to be in the room to connect to the Apple TV to be able to enter the code displayed by the Apple TV. Once connected your iPad cannot be kicked off the Apple TV as when other devices try to connect they get the error message displayed on the right. To display student iPads to show their work to the class does not now involve the iPad remembering the password as a unique code is displayed each time an iPad is connected.
To configure the Onscreen code on the Apple TV go to Settings, AirPlay and set the Onscreen Code to ‘On’.
Meraki System Manager is a free browser based Mobile Device Management system which we use to manage all of our iOS devices. Once a Profile is installed to the iOS device we are able to set security profiles depending on the use of the iOs device and remotely install apps, as well as providing a full inventory of all your iOS devices.
To be able to use Meraki System Manager in your school firewall ports will need to be opened. This may well be done by your LEA or broadband provider. The following firewall ports need to be opened to be able to talk to these IP addresses.
The IP address that Meraki use which will need to be opened up through the firewall are 184.108.40.206/24, 220.127.116.11/24, 18.104.22.168/24, 22.214.171.124/24, 126.96.36.199/24, 188.8.131.52/24, 184.108.40.206/24, 220.127.116.11/24, 18.104.22.168/24, 22.214.171.124/24, 126.96.36.199/32 and 188.8.131.52/32. The TCP Ports are HTTP (80), HTTPS (443), 7734, 7752, 2195, 2196, 5223 and 5228. The UDP Ports are 7351, 9350, 1812, 1645 ans 123.
The first thing you need to do is click on Organization, then Settings. This will enable you to set up other users to access System Manager for your organisation. Just click ‘Create New’ enter the persons name and e-mail address and they will be sent password details to be able to log in. Once they are on the user list change from ‘Read-only’ to ‘Full’ in order for them to be able to manage the system. In the bottom half of the screen you will need to create an Apple MDM push certificate. Follow the below Certificate generation steps to do this:
Upload your push certificate (MDM_Meraki_Inc_Certificate.pem) to Dashboard:
Save this page.
Without doing this you will not be able to push anything out to your iOS device.
Once this is done you can get on with configuring profiles and settings for the iPads! To create a new profile click on Mobile, Profile then select ‘Add a new profile’. You can create profiles for groups of iPad depending on the user.
Leave the Configuration as default
Enter a name for the profile
I would recommend changing the Removal Policy to ‘Require a password to remove this policy then enter in a password in the password box
Change the scope to ‘containing at least ONE of the following tags’ and type in a name to for example ‘Staff iPads’ and click Add Options. If the name already exists just click the name once you start typing.
Click ‘Save Changes’ at the bottom of the page or click ‘Add a new profile’ to add another profile, just make sure you click ‘Save Changes when you are finished!
Once you have created the profile you then need to set up Settings for each profile created. To do this select Mobile, then Settings. Select the required Profile from the top drop down menu. Configuring Settings as required under each of the tabs. We have just configured the Restrictions, Passcode and WiFi tabs. Click ‘Save Changes’ at the bottom of the page before you select the next profile to configure.
The next step is to add iOS devices into your Meraki system. Go to Mobile and click on Deployment. There are three options to deploy iOS devices the first is to do it manually on each device, the second is via Apple Configure and the third is via e-mail. The option we use for all new devices is to do it manually. Follow the instructions on the deployment screen and aslo shown below to add an iOS device.
TIP: before adding the iOS device to Meraki on the device go to Settings, General, About and change the name of the iPad to something relevant. This way you will be able to identify the device easily in Meraki System Manager.
Once a device has been added it will appear in Clients under Monitor.
To add an iOS device to a profile click on the devices name and edit details. If the name does not match the system name change it to the same name as the device. Click in the Tag box and start typing the name of the tag to match the name entered when setting up the profile. A device can have multiple tags. This especially when dealing with the deployment of apps as this allows apps to be deployed to specific iOS devices, for example deploying an Art specific app to only the Art teachers.
The client list contains a lot of information about the device, including serial number, iOS version, the approximate location, model number and what apps are installed. From this screen you are able to clear the password, lock or erase the device, check-in now, refresh details, refresh app list and reinstalling missing apps.
The final thing left to do is to deploy apps. To do this go to Mobile and click on iOS Apps. To add apps click on ‘Add a new iOS device’, enter the app name in the first box, change the Country from ‘United States’ to ‘Britain (UK)’ and click ‘Search’
To select the app click ‘Add’ at the end of the line
Change the Scope to ‘containing at least ONE of the following’ if you want to target the app to specific iOS device or leave on ‘with ANY tag’ to install the app on all iOS devices in your Meraki system. If the scope has been changed enter the group name in the ‘Tags to scope install’ box as per tags you have given the iOS devices in the clients section.
If the app is a paid for app enter the codes from your VPP purchase into the ‘Redemption code’ box.
Tick the ‘remove with MDM’ to enable the removal of the app.
Just make sure you click ‘Save Changes’ at the bottom of the page!
This should be all you need to get your Meraki deployment of the ground.
Apple have finally released their long awaited Volume Purchase Program in the United Kingdom. This allows educational institutions to purchase iOS apps, when purchasing in quantities 20 or more a discount of around fifty percent of the price an app on the App Store will be applied. The apps can then be distributed to staff and students.
This solves a massive problem with purchasing apps in education. The only way schools could purchase apps for staff or students before was to Gift the app to them. This is fine however the school does not then own the app. If the member of staff or student leave they take the app with them. This is a major problem when looking at 1:1 schemes. With VPP schools can use Mobile Device Management (MDM) solutions to distribute apps with codes and more importantly remove the app from devices and reclaim the licence back.
To sign your school up for Apple VPP go to Apple VPP Information Page and click ‘Enrol Now’. Follow the wizard and either use an existing school Apple ID or create a new one. Once enrolled it takes around a week for your school to be approved. This Apple ID will then be the Programme Manager account, this account is not able to purchase apps.
Once your school has been approved you need to sign into the VPP Education Account Manager tool. This allows you to create Programme Facilitator accounts, these accounts are able to purchase apps. You can create an account for each department however we have just created a whole school one for the IT Services team to control. This account cannot be an existing Apple ID. We created a new email address (firstname.lastname@example.org) to create the new Apple ID. Once signed in click ‘Add Account’ and add requested information.
Once the Programme Facilitator account has been created you are able to purchase apps. To do this go to the Volume Purchase Program for Education Store search for a required app, click on the app name, enter the quantity required, click ‘Continue’, click ‘Buy’ and sign in with the newly created Programme Facilitator Apple ID to complete the purchase. For the first purchase you will need to add credit card information before being able to complete the purchase.
Once the purchase has been completed within two minutes a spreadsheet will be available to download with all the purchased number of codes. These codes can be entered in to an MDM solution and the app installed on iOS devices. We are currently looking at Meraki as an MDM solution, when we have worked out if it is suitable for us I will write a blog post about it.
So far we’ve learnt about different apps which can help us in and out of the classroom. All of the apps have primarily been based around new concepts and ideas which have not really existed as a PC or Mac desktop app before. A frequent question and challenge is to replicate some of the ways people still continue to work: with documents and files that they want to access on any device.
One solution that has been working well for us is Dropbox. There are a number of cloud based services around that offer similar services but Dropbox seems to have the furthest integration with other apps. There’s also a Dropbox app for the iPads. Of course, this is a different way of working and before any personal data is moved into Dropbox we will need to evaluate our Information Security procedures to ensure we are still doing everything we can to protect this data.
Apps which don’t have native Dropbox integration are Pages, Numbers and Keynote. These are the iOS equivalent of Word, Excel and PowerPoint. For this, we have found that Otixo saves the day. Configuring as shown in their blog works excellently with both Dropbox and various other cloud services (Skydrive, Google Docs etc).
We’ve also had a look at Microsoft OneNote for the iPad, which is an excellent and fully featured note taking app. Almost worthy enough to replace the stock app ‘Notes’.
This blog post takes a quick look at our most recent iPad training session with Andrew Goodgame. If you’re interested in our first session, read the blog post.
We had an overview of the apps we were previously introduced to: Collabracam and Puppet Pals, iBrainstorm. Some of the teaching staff demonstrated that they had used them in the classroom with Puppet Pals being the most used. See ipadnuggets.
We are even exploring the idea of using our exported Puppet Pals movies on our Digital Signage (xibo) around the school.
We were introduced to the following iPad apps:
iStopMotion - An excellent app to simply create an animation. With features which allow the user to import stills from a ‘client’ device (e.g. iPhone, other iPad) and the ‘onion skin’ effect to see the previous frame for accuracy animation is made very simple and accessible. It would be very easy to get students involved with animation, or for staff to create animations that relate to teaching and learning.
TelePrompt+ – There are also many apps that perform the same function. This app brings a tool regularly used in television studios to the iPad. Andrew demonstrated this app and the way in which it could be applied to the context of the school (Reading aloud in class, reading in an assembly etc). This app also allows the audio to be captured whilst reading from the scrolling text.
iMovie – We specifically looked at the newly released ‘Trailer’ facility which enables you to quickly create movie trailers based upon templates. A great way to produce a great piece of work with few pieces of text, images and video and a great storyline!
iPhoto – another great app which is for picture editing. You can apply artistic effects to photos, crop photos and all the usual features you would expect of such an app.
The session ended with us exploring one of the apps further to share good practice.
We’ve recently been having some fun with multiple e-mail accounts on the iPad, with one user reporting that none of his e-mails were being delivered to other members of staff until late in the evening. All members of staff at school use Microsoft Exchange for e-mail and the server is hosted internally – no explanation for delay.
The problem was caused by multiple e-mail accounts configured, with the default e-mail account not being Microsoft Exchange. Therefore the user was sending e-mails from an alternative account. Most likely due to our web filtering the e-mails were not able to be sent until the user was at home using their own WiFi. (We have Flexible Web Filtering, so will see what we can do about their personal e-mail account.)
To check your default e-mail account:
Go into Settings on your device and go into the ‘Mail, Contacts, Calendars’ settings. The screen capture below shows multiple accounts configured and the option where a Default Account can be set.
Mail, Contact, Calendars showing the various e-mail accounts that have been set up. At the bottom there is the option for Default Account
We are fortunate to have 2 suites of iMacs in the Music Department at Mountbatten, affording students access to Logic Pro 8, the music industry’s standard platform for the recording and editing of music. The third room in the department is set up as a ‘practical’ music room with a class set of African drums, junk percussion, cajons, a drum kit, keyboards etc. The three Music staff rotate around these rooms on a half termly carousel, developing all aspects of students’ musicianship.
As an organisational and administrative tool, the iPad is second to none. Emails, calendars, registers etc all work well with both the whole school’s ICT infrastructure, and the Apple set up within the Music Department.
The challenge was to integrate the iPad as a teaching and learning tool during my time in the ‘practical’ music classroom. I chose to focus especially on a particular Year 9 class where four students had iPads as part of the student pilot scheme. The class were split into groups to work on a Live Lounge/cover songs project, and by loaning my iPad to a student, each group then had an iPad each. For this project, the iPad came into its own as a research tool (students were using YouTube to search for songs/backing tracks and other well known websites for lyrics and chord sequences) something that would have otherwise proven time consuming with having to gain access to other ICT rooms or carry out research at home. Students then used the iPads as a tool for recording their work in progress using the standard camera app, providing them with an aide memoire for the following lesson, with the more able also using Garageband to develop rhythm backings and chord sequences to perform over the top of. Students were excited to use the technology in this project, and as such, it heightened enthusiasm, engagement and the quality of the end product over the course of the half term.
I am still investigating apps for general use in the classroom, but as a musician, any piano apps are useful as a pitch-giving tool, several free metronome apps have also proven useful and I have also used Musicnotes viewer app in choir rehearsals when I have downloaded the sheet music from musicnotes.com, making page turns less cumbersome.
When connected to the interactive whiteboard, I’ve used Rhythm Flashcards and Musical Instruments as starter activities with Year 7. These worked well, but I wonder whether the students’ attention was more focused on the novelty of iPad technology in the classroom than the musical learning that was intended.
Despite using iMacs as an integral part of my teaching, the iPad pilot is encouraging me to think more creatively about embedding technology in my lessons. The increased engagement and motivation in my Year 9 focus class has filled me with a great deal of optimism about the prospect of iPads as a teaching and learning tool in Music, but in order for further progress to be made, I feel that a class set of iPads would be the way forward.
Mr Whiteside – Teacher of Music
From this feedback we have invested in half a class set of iPads and a Lapsafe Traveller USB Charging Case to store, sync and protect he iPads. This is now a bookable resource available to all staff.
Teachers involved in the iPad Pilot have been finding ways of usind thier iPad in their teaching for over half a term now. Below is some feedback from two of them.
The ipad has been a great motivator in some instances as I have given it to certain students to use as either a reward for completing work or to help motivate students who struggle using other resources.
Difficulties are that there are not enough to go around and if one student has access to the ipad then they want to have a go! I have struggled to find apps that really go beyond information for History. I have found a role play game for the black death that I will have a go at this term so I am hopeful that I will be using it more and more.
Filming and playback are excellent and very easy to use. I used it recently with year 7 and it worked really well. I also used the Google maps app for the Titanic project which was useful and interesting. The hunt for apps continues!
Mr Kirby – Head of History
It has been difficult to use some of the languages apps with groups, as there aren’t enough iPads to go around. With a class set, they would be fabulous. However, I have used languages apps as an incentive for more able students who have finished tasks, to both reward and extend them. Similarly, Flashcardlet links in with Quizlet – a Website that I have been using with my Yr11s for GCSE vocabulary revision – so now they can revise their vocabulary on the move using their iPods.
In the main, I’m using my iPad for filming and recording students – as well as photographing their work to show the rest of the group. iMovie is brilliant. It’s also been very useful for some students to use online dictionaries – LEO and wordreference have very good dictionary apps that are quick and easy to use. Quick bits of research are very swift and easy to carry out.
I have also tried to use iBrainstorm, with mixed results. Explain Everything is very good, though I have not really used the record function much – this is something that I am hoping to get to grips with soon! It would also be nice to have more time on my hands to use Puppet Pals and iStopMotion to their full effect.
Personally, I’m finding my iPad more useful as an organisational and admin tool – keeping track of registers on the move, as well, as organising myself with email and lists. For this, it’s brilliant. As a direct teaching tool, I’m finding it a bit more of a challenge.
Mr Barnes – Modern Foreign Languages
From this feedback we have invested in half a class set of iPads and a Lapsafe Traveller USB Charging Case to store, sync and protect he iPads. This is now a bookable resource available to all staff.
The Geography department took Year 10 students to Hengistbury Head near Bournemouth as part of their GCSE coursework. They took 4 iPad’s with them and below is the evaluation.
Initially apprehensive about using such expensive equipment for field work but proved very successful.
At first reluctance to ‘let go’ and insisted on holding onto them and just showing or demonstrating.
After the first site it became clear that the students could use them perfectly adequately and after a couple of examples realised they were much more effecient than the hand held clinometers.
The advantages pschologically were the students responded positively to the level of trust inherently invested in them with an expensive piece of equipment.They were much more confident with the measurements recorded by the advanced technology.
The students skill and the intuitive nature of ipads meant they could be used for photography, video filming, note taking, field sketching, as a clinometer and as a compass
Disadvantages (for the teacher) was constant monitoring where they were and the need for some apps to connect to the Internet, no connection on the beach!
Students who had never engaged with Apple technology felt very privileged to be given a chance to use it “wow, am I really allowed to have a go?”. The iPads were also great replacements for dodgy hand-held clinometers in poor weather (assuming iPads are ok in this weather). Students were more confident and quicker using the clinometer app on the iPad than the specialist hand held ones.
They also used the iPads as calculators and took photos, then field sketch over these and removing photos afterwards.
Students did not seem to abuse the privilidge of having the iPads and mucking around with them. They were certainly very receptive to using them.
The main concerns with using iPads for geography field work is regarding the weather. How tough are they at withstanding the rain? In sunny conditions it can be difficult to see the screen, which with a bit of shading can be overcome. The other concern is regarding security of the devices and making sure of their whereabouts!