Category Archives: Mobile Learning


(originally posted for Mobile Guardian)

We always welcome working with schools on eSafety, especially when it comes with supporting agencies and schools in their delivery of Get Safe Online. That is one reason why Tony Sheppard, our new Technology Manager, took a trip to Chesterfield last week as Chesterfield Safer Neighbourhood Team were invited into one of the local Junior Schools.

Supporting the Get Safe Online programme is an important part in our role of providing tools to support technology in schools and ensure the same ethos of classroom management can be applied with or without mobile devices and stop technology being a barrier to learning by giving ownership and control to teachers where appropriate.”

It is not just about turning technology off or blocking inappropriate content, but also about helping schools, parents and children make appropriate decisions in the all-encompassing digital environment.

Whilst the Safer Neighbourhood Team covered the stats and facts, the laws and the wherefores, Tony talked about the difficult task parents face with connecting with their children about technology and the risks.

“When we talk about Digital Parenting, we are really just talking about Parenting. We have to remember that magic triangle for Parental Engagement.”

Parental Engagement Triangle

(Becta: Exploiting ICT for Parental Engagement, May 2008).

“For most parents the important area is dialogue between them and their children. When we think about where we get advice about parenting, in general, we have a large number of options for us. School, family, friends, local services (such as the library or community services), online … and from our children themselves. Remembering that Monday was World Mental Health Day, it is important to remember that listening is an important part of parenting.”

Childnet has produced a number of suggestions for conversation starters with children

  • Ask your children to tell you about the sites they like to visit and what they enjoy doing online.
  • Ask them about how they stay safe online. What tips do they have for you, and where did they learn them? What is OK and not OK to share?
  • Ask them if they know where to go for help, where to find the safety advice, privacy settings and how to report or block on the services they use.
  • Encourage them to help. Perhaps they can show you how to do something better online or they might have a friend who would benefit from their help and support.
  • Think about how you use the internet as a family. What could you do to get more out of the internet together and further enjoy your lives online?

Childnet also provides an example of a Family Agreement that can be used to support the appropriate use of technology.

There are many scenarios around family use of technology, and we can look at these over the coming weeks, partly because there is often direct correlation between the struggles parents and their children have and the struggles with classroom management.

  • The Nag Factor
  • The Unexpected Gift
  • Always Switched On
  • Don’t Ever Switch It Off
  • Compromising Photo
  • But Just How Much Are You Costing Me?
  • The Packet Of Crisps

Once you have thought about what you want to do with technology, and how it is going to be used, only then do you think about what technical controls you need to put in place and who provides them.

The latest edition of Vodafone’s Digital Parenting magazine also provides a wide range of advice and information and the magazine is freely available to all schools.

With parents, they need to think about their Internet Service Provider, Mobile Provider, home networks (controls on the router for WiFi passwords, timed access, etc.), built-in tools (advice from Microsoft, Apple, etc.) and Commercial tools (covering timed access and location controls, web filtering, control which applications can be used, control installation / deletion / in-app purchases).

The same questions can be asked within schools and it is always best to be proactive about making sure the tools you choose match how you manage your classrooms and manage the learning.

At Mobile Guardian we provide a home MDM and parental dashboard, as standard, to all parents at school utilising our technology. That way parents can manage school and home owned devices – for free!

To find out more, ask your school about Mobile Guardian and follow us on Twitter to keep up to date with all our safeguarding tips.

There’s many a slip twixt the cup and the lip

“You can please some of the people all of the time, you can please all of the people some of the time, but you can’t please all of the people all of the time”.”
― John Lydgate

BETT always provides something to talk about and this year has been know different. Whether it is announcing to 500 people at a TeachMeet that you and your wife are having a baby (and using Skitch on the scan!) through to the content of some of the seminars on stands.

One of the final sessions today was on the Google stand by Dan Leighton, Director of Technology at The Grammar School in Leeds, where he was basically covering about change in tech in Education. His slide deck is available here.

And a quick note for reference, the Google stand was directly opposite the EduGeek stand (sponsored by Smoothwall).

And why is that important? Well, as someone with 11 years leading EdTech in schools, Dan covered a number of things but the one picked out by friend at EduGeek was that he put out significant challenge that there are Network Managers who resist and block change, who say things don’t work when they can do and who even do things in a certain way to protect their jobs.


As an advocate for the professional identity of IT Support in schools several members shared the situation with me and I dutifully queried it via Twitter, challenging Google on the stance (as this is linked, to some extant, to the classroom in the cloud).

Google came back and said it was not their stance, apologised and then Twitter conversation sparked up around it.

Context is king here, and after discussing in Twitter it was clear that it was not the challenge about resistance to change but the fact that it appeared a swipe was taken at the whole profession.

The problem is… well… we *all* know the people described above. We have even done it ourselves at times.

Change is a difficult thing and to have someone not in our profession have a go at us for blocking it, well it won’t go down well.

However, there are always two sides. As a friend put it, a different lens. I caught up with Dan on Twitter and then via the phone and it is clear that the intended challenge was not aimed at all and sundry, that he has high regard for technical staff (having work in data centres in product design) and that the large barriers are communication and understanding the other person’s perspective.

An apology on Twitter from Dan, and clarifying that he truly does see a good Network Manager as an amazing resource.

But in conversation with EduGeek friends it has become clear that a wider explanation is needed.

Having not seen the presentation or been in the Q&A I am having to sit on the fence between EduGeek and Dan.

Looking at the points complained about, that all NMs were tarred with the same brush of being blockers, that NMs lie about things not working and that NM resist change to protect their jobs … Dan and I discussed these in refreshing openness.

It was never Dan’s intent to tar everyone with the same brush, to upset or insult. Yes, the issue needed highlighting and if listeners thought it was covering everyone that was not the intent. Apologies have been offered and hopefully accepted.

The challenge that some Network Managers say things don’t work when they do? Yes, that is the case. I’ve done it and have seen plenty others do it. The context though is that this is short hand for, “what you are asking for is Techinical feasible but has significant issues… from the resources (people) taken to set it up, the disruption to all other users, the cost, the reduction in functionality compared to what is already in place, it is not part of the 5 year IT development and maintenance plan…” and so on.

Without people effectively communicating, both sharing information and listening in an open manner, all people will hear is, “computer says no!” Moving to cloud services is not a simple change but that doesn’t mean it should not be looked at by all staff, evaluated and an appropriate decision made. If it is against the recommendations of the IT team and they still resist or refuse then that is a personnel issue, not technology.

Mordac, preventer of IT services was used to demonstrate this (from the Dilbert comic strip) and whilst that may be seen as harsh, most of us would have been viewed as that by others … either because we have not communicated or the others have not listened.

That some NMs resist change to protect their jobs? This is an extremely valid point and this is not something unique to IT in schools. What is sometimes not understood is that the job description any IT staff have is poor. That there is an expectation to know everything about everything with a plug. If you have an established skill set based on what you do in the school, and you are paid accordingly.

Change that skill set, change what you do and your job changes. It is like asking a head of English who also coordinates literacy to become a main scale History teacher because literacy is now part of the Humanities focus. This has become evident through BSF managed services and the push of Single Status. In some places these have reduced experienced and highly skilled Network Managers to the equivalent position of a science technician or HLTA. Their sort of change all depends only the Senior Leadership of the school, and those who value their staff will promote the flexibility of technology change but the security of job and terms. This is not to say schools might not get rid people as tools change. In the same way the ICT curriculum changed and some teachers moved on or subjects no longer get taught, the same will happen for IT teams.

It is not unexpected that some, who have seen others damaged due to school choices, might be resistant and seek security. This is a personnel thing again.

The only way all the works together is by having Network Managers recognised for the expertise and professionalism they bring, Teaches recognised for the expertise and professionalism they bring, effective communication between all concerned and an understanding of how to manage change.

Dan’s presentation and challenge might have pressed some of the wrong buttons for some, but the follow up conversation should show how the challenge is needed for some, should be the norm for others and that no insult needs to be taken on either side if there is concern about the stance of either side.

Early Adoption – do you plan?

It is wonderful to continue to hear about people eager to look at the latest technology and see what a difference it makes in schools … and as an avid early adopter I do have to urge a note of caution at times … even to myself.

It has been interesting to catch up with a few others who are trying out iOS 6 and also having some fun playing / learning about the Raspberry Pi … but the best thing I have seen recently has been around Windows 8, the next system from Microsoft. If you haven’t had a recent read of the Microsoft UK Schools Blog recently then I suggest you pop over to look through the last couple of posts.

With the release of Windows 8 all very imminent it is no surprise that this appears to be a hot topic but I’ll let you into a little secret … I am pretty sure that no-one is expected to have it all up and running for when schools start back in a few weeks. In spite of a lot of access to release previews, healthy discussions on technical sites, serious cogitation by hardware manufacturers … the main point for me has been about awareness raising about what the change to a new system might mean.

If we take the post about chances to learn about Windows 8 then we can see that there are plenty of chances to look at development on Windows 8 (good for those involved in Computing@School) as well as a chance to look at curriculum resources. There is a free eBook available about programming apps on Windows 8 and making your network ready for Windows 8, but the best blog post for me has been the report from IDC about why you should move on from Windows XP.

From an IT Management point of view it is always interesting to see someone stick down figures around how much effort goes into managing and maintaining IT systems. Any form of change, regardless of whether it is for IT or anything else, will also incur a cost. It could be in capital costs (in IT this could be licences, hardware, etc), training, expertise or simply staff time. Balancing out whether you continue with the status quo or invest in making a move is sometimes a difficult choice but the above report from IDC really does hammer out that if you are still using XP now then you need to plan what you are going to do in the near future. They are not saying that you should jump now, but it does give you ammunition to start planning.

In schools this is vital as, no matter how much IT Support plan, it has to go hand-in-hand with how the school will deliver the curriculum, how the school will make use of IT to run on a day to day basis and also how the children respond to the change.

A lot of people have been looking at tablets in education, primarily iPads, and this is another good reason to start looking at what you are doing with technology. The arrival of Windows 8 will allow for schools to consider using iOS, Android, Windows 8 or any combination of the above. Change is inevitable … and it is better to look at it and ride the wave than crash and burn when someone demands something that is not going to work!

And this is the point where the innovators and early adopters are hitting a brick wall. I can remember listening to Ewan McIntosh tweeting that project management stifles innovation … and I can agree with this, because it is hard to push the boundaries of what you can do with tech when you can’t get access to it.

And this is the point where the planners, budget holders and senior leaders raise their head and ask about making sure money invested is done so wisely, that people don’t buy a lot of white elephants (we could dedicate a website to the amount of tech which is bought but never really used) and that what is bought and used actually has an impact and isn’t just there because it is a toy, a plaything, something shiny or because everyone else is using them.

And so we have to get to a compromise.

Early adopters need to have access to tech and they need to try things out. Systems in schools need to allow for some of this to go on but also to hold people accountable for what they are doing.

The report from IDC say that schools need to look at change. It shows that cost of keeping to the status quo (which will rise) and it gives a chance for people to start having ideas about what they need to do in the future. From chatting with various sources working on Windows 8 in education it is clear that testing things with OEM tablet manufacturers will be a good thing to do, running pilots in collaboration with other schools to look at Windows 8 devices, iOS devices and Android devices, comparing the ideas against earlier research on Windows Tablet devices (remember that tablets in education is nothing new … perhaps just improved) and then deciding how to adapt what you do with technology.

With Windows 8 coming out soon and the raft of devices it will generate (including the Microsoft Surface), the ever changing flavours of Android and the upcoming release of iOS6 from Apple … there will be a lot to try and there will be a lot of cross-over between all the different option.

(image from

And the winner is … iOS6

Today was another peak in the circus of an Apple Fanboi!

The Apple World Wide Developer Conference always has some interesting things to see and today’s keynote was no different. There will always be some hype, some disappointment, some pragmatism and some anger … and different people will feel it about different things, even within the realm of Apple Fandom.

To be honest, there was nothing which was too unexpected. We saw some hardware improvements in the Pro notebook range, tweaks in the consumer (albeit expensive consumer) notebook range and a some other hardware updates didn’t make it into the keynote but have come up on the Apple Store. Until we see the new kit in the hands of testers and real people it is hard to say what difference they will make but two key items on the top end MacBookPro are likely to be spoken about a bit … access to 2 Thunderbolt ports give you high speed I/O to a range of devices, from displays, external RAID enclosures, adapters for Gigabit Ethernet / Firewire 800 / fibre channel and a range of capture devices … and you still have a HDMI port for a second display and video output anyway. Couple that with the Retina Display and you have a device for video editors, photographers and so on … giving them one of the best graphics experiences for seeing their work. Of course, the debate goes on about whether some people can notice the difference with screens of this high calibre, and whether this is a marketing gimmick … and so we will have to wait to see what it is like when people start using the machines in anger.

We saw a raft of features spoken about with Mountain Lion, the next incarnation of OS X (no longer even called Mac OS X … a disappointment to those of us who paid for the original Mac OS X Beta). A number of these have been covered before as we are now on Preview Release 4. The strength which appeared to be taken from the new features seemed to be the accessibility tools (dictation, etc) and the portability of your personal settings to other devices. We have already seen the push for iCloud and how this links with Photostream between your devices … and this increase with iMessage, Notes, Reminders, Sharing and so on …

The key areas I am looking at with Mountain Lion are around AirPlay and Notification Centre. As someone who has a lot of inbound information streams there are some tools I use to manage this, but Notification Centre looks as if it could make a big difference for me.

And then we get onto the area that everyone was waiting for … iOS6.

With no formal announcement of an iPhone5 we are all looking to see what the new OS will do on existing hardware. Although we were told it would work on legacy devices back to iPhone 3GS, 4th gen iPod Touch, the iPad 2 and the new iPad (and yes, that is how Apple term it on their site) we do not know how much of the functionality will work. Siri will work on the new iPad we are now told, but will it work on the iPad 2? I doubt it … in the same way it doesn’t work on an iPhone4. A lot of the updates make more sense for the iPhone and iPod touch than the iPad. Moving from Google to Apple’s own Map service, Passbook for holding electronics tickets for cinema, flights, etc (possibly a lead into Near Field Communications [NFC] for using an iPhone for payment services?), improvements in how you manage incoming phone calls and notifications (it has only taken them a few years) … but the accessibility improvements have also seen me amazed that Apple appear to have really understood a need on the iPad. Enabling a parent / carer / teacher to only allow one app on a device as well as restricting touch input on particular parts of the screen seem to be encouraging using iOS devices with children. Engaging them whilst not overloading them.

An area of concern is the increasing integration with Facebook … as much as I generally trust Apple we are now in the situation where the ever changing preferences on Facebook will also have to deal with how that is applied with iOS too.

There is a lot to take on board with it all and I would recommend people watch Tim Cook take the keynote, if nothing else to see the difference between him and Steve Jobs, as well as a lengthier demonstration of all of the above.

As for what it all means for schools and education …

Hardware – Apple personal computers (desktop / laptop) are expensive. They can work out good value if you buy the one which is right for your requirements and you know how to get the most out of them, but in the present times of austerity this is more and more difficult. It seems to be that more schools are going down the mobile device (iOS or Android … and eventually Windows 8 !) and this is understandable. The lack of a decent server in the Apple hardware range does show that management of any Apple Device is not taken that seriously (IMHO) by the folk at Cupertino. A disappointing comment to make, but one many experienced Mac Sysadmins would agree with.

Mountain Lion – Again, the lack of mention of how the Server tools will work means that it will be interesting to see how the devices fit into a school environment. The increased emphasis on a personalised device, with settings and information following you around via Apple’s iCloud, means that there could be clashes in an education environment. The major bonuses for me come in the way of Airplay as a means of ditching the Interactive Whiteboard (until you are ready to make the most of them) and tools such as Dictation.

iOS – Again, the emphasis on a personalised device does work well with BYOD, but the increasing number of schools I speak with who only see the shiny nature of it or the cost cutting side … iOS6 will do little to improve or support the use of BYOD over iOS5. Until we look at the management tools and what settings can be applied to encourage best use of the devices … then we should still plan on making the most of iOS5. Siri is a major improvement, but like all information services (google search, wikipedia) information on its own does not give you understanding and knowledge … so we have to understand the most appropriate use (teachers before technology folks). Accessibility will be an interesting area to work on and develop, and how we make the most of personal devices as a tool and not as a cheap (or expensive) gimmick to generate engagement for the sake of it.

I am trailing Mountain Lion on my work MacBookPro (starting to get on a bit but should be serviceable) and will put my thoughts on this blog as I discover things I like or loathe, or if I spot things that could be fun in the classroom, or things which could help a teacher or SLT change / improve their working life.

I will also be testing iOS6 on an iPad2 (my own one) to see what apps do and don’t work, to try to see if we can lock it down and tweak settings, and to see if there are restrictions on some functionality … hopefully helping people work out whether they need to go for the new iPad or if they can get away with a cheaper iPad 2.

If you have any particular areas you want me to test or try out then let me know. You lot are going to be more inventive than I am for a lot of this because you are pushing the limits in class already.

Apple Workshops – Deploying iPads in Bulk

After a week of looking at the best way to cover the different variations of using Apple Configurator it seemed like destiny to come across a thread on EduGeek which looked at one of the principle methods by which schools could make use of Apple Configurator and iTunes. The thread can be found HERE and will no doubt have numerous updates where further questions get answered.

A massive thank you to Rydra for allowing me to reproduce the original post in the thread. I would heartily recommend people keep a track of this conversation, and other similar ones, over on

Process for bulk imaging an Ipad using mac OSX + Apple Config + iTunes

So I finally managed to pin down how to do this, though it took a while, and I’m going to have trouble in the future till Apple fix their entire operating ethos.

The problem, is that Apples configurator program, for mass deploying iOS devices, now only support the Apple Volume Purchasing Program. This is bad, because that is only available in the US for fully registered companies with a DUNS ID (cant be bothered to explain, but it’s a database in the US for businesses to register themselves.)
This means, that only free apps can be deployed as part of Apple configurator, not paid apps, unless you are in the US, where you can buy volume licensing for them.

So this is what I’ve had to do to get around it.

I recommend that you either run seperate accounts for your different device sets, or, if you have what I have, and that’s a single account, make different itunes libraries (it might be worth doing anyway even if you have multiple accounts)
To do this, hold down Alt + click on the itunes icon. Then create library…

This means, that for the different ipad varieties, yes you have to keep multiple copies of the same apps, but it makes your life a lot easier to manage the apps on your device.

The general process flow to follow is this

-Update iOS to latest version using Apple configurator; you can either let it go and download it, or you can download it yourself and point it at the upgrade file. You can plugin as many ipads as you’ve got USB ports (or hubs), but even better, once you set it up, you simply unplug the ones that were done, and plugin the next one(s) and it just carries on going till you hit the ‘stop’ button.
-From the apple configurator window (Prepare Tab > Settings), only select from the dropdown the iOS version you want. Do not change anything else in the window.
-Hit Prepare
-Swap in/out till done.
NOTE: HIT THE STOPP BUTTON WHEN YOUR DONE! I forgot at one point, and nearly factory wiped my master ipad when i plugged it in for imaging!)

-Install all apps, books, music, movies etc and arrange the way you want (NOTE: it’s best to do this using Itunes. I’ll explain later.)

-Transfer purchases from the ipad to itunes/the pc. This makes sure your PC has all the apps you want if any were added via the device rather than itunes.

-Hit sync. This makes sure what your ipad has, so does the PC and vice versa.

-Right click the Ipad in Itunes, and do a backup.

This will now give Itunes a full backup of the SETTINGS. Note, this does not save the apps themselves.

Now, the reason I said above that you need to use Itunes to setup the layout, is that there are 2 kinds of restore for the ipad.

If you use the summary page restore, it is a factory reset, and reinstalls the iOS from scratch, giving you a vanilla ipad. It will then apply your settings/preferences. The problem is, that it hasn’t put all your apps back on at this point. And if you were unlucky enough to have ticked ‘sync apps on setup’ and/or ‘sync new apps’, then it will put every single App on your account (that you’ve downloaded to the PC) on the device.

Now this is not really that cool. At one point we had more than 270 apps in our library here, most of it junk, and we ran out of home screens to put them all on. This is why I suggest having different libraries. Seperate libraries means you keep each library with only the apps you need for that set, and applying the app sets is as simple as shift selecting all the apps and dumping it onto the ipad.

Onto the restore part:
-Stick in your new ipad with nothing on it, fire up itunes, and then tick to sync apps (suggest unticking auto install new apps, this gets annoying if your trying out apps etc.) along with anything else you want to sync up. Because you have a seperate library with just the apps you want in it, you can just shift select all the apps, and dump them on the ipad!
-Wait till this is done syncing
-Once it has all the apps you want on the device, Right click the ipad in itunes, and select Restore.


This right click menu option does NOT reinstall the iOS! It ONLY restores the settings, therefore all apps on the device are left alone. Since all the apps you want are on the device, it can create your home screen layout the way you want it. Anything on the device it’s not sure of, it’ll dump it loose on the home screen (so you can have some customisation where required)

-Once this is done for all your ipads, it’s time to go back to the configurator.

-Setup profiles the way you want (To create a profile, click the ‘+’ at the bottom of the window). You can set restrictions, wifi settings, mail settings, whatever is in the settings on the device, you can control it here.

From the top:
-Give the set name. Tick the ‘number sequentially starting at 1’ button. If you want the numbers to start from a different number, tick it, then change the number and it updates itself.
-Supervision on/off means if you set it, only your PC can alter the settings on the device.
-iOS: assuming you did it earier, don’t touch this setting.
-Restore: don’t touch this setting, you did this stage during itunes.
-Profiles: Tick next to the profile you want to apply
-Hit prepare, and swap in/out devices till all are done.

This will give you a set of ipads all with the same layout, same iOS, same app sets.

-From Apple config, select from the restore drop down: ‘Backup’
This makes an Apple config backup file for later use. label it appropriately.

In the event of needed to reinstall from scratch, follow the processes above entirely.
If you just want to reset the layout/settings, and assuming no apps were removed/added, you can simply hit ‘restore’ from here and it’ll restore back to your master. If you update your app set, you’ll have to do it all from scratch again.


(Original post by Rydra on :

Apple Leadership Summit – The Workshops pt 3

We have now covered the most simplistic methods which many schools are using to manage iOS devices, and frequently these are shared devices we are talking about, not individual devices owned by the user. The issues that this can bring is that as you grow with the number of devices you have or reduce the amount of time you have available to cover support of the devices you have to look at more efficient and practicable solutions.

The next area covered in the workshop was the concept of profiles. Those who have looked into Group Policy Objects (GPOs) in the world of Windows or the use of WorkGroup Manager (WGM) on Mac OS X can see easy parallels and might look to apply the exact same concepts used to lock down machines. Apple were keen to stress that it is not about locking down but more a case of ensuring that certain settings were enabled and that you knew where the responsibility lay for control / changes of the settings.

In a similar way to the nuts and bolts of GPOs just being a method of forcing changes to the registry on a  Windows client, and WGM forcing changes of .plist files on a Mac OS X Client, the iPhone Configuration Utility (IPCU) creates a text file which, when loaded onto an iOS device, changes settings.

It covers a number of areas including security, Wi-Fi, VPN, email, calendar, address book and some application restrictions. We covered some of these setting in the previous post when we looked at on-device settings, but a profile can also be used to set up part of the information required and allowing the user to complete the rest. An example would be to put in all the details for the Exchange Server but leaving some fields blank so the user enters the information relevant to themselves. A more details guide on this can be found on the help section of the Apple website

Another important security area is around passcodes where you can set the complexity including whether you allow simple passcodes (ie repeating / ascending / descending sequences), whether you require alphanumeric values (must contain at least one letter), minimum length, age, auto-lock time period, history and, possibly the most important if considering the device would be used by a member of staff, how many failed attempts before the device is wiped (I’ll talk a bit more at a later date about encryption on iOS devices).

We also have to consider whether the profile can be removed by the user. The options include Always, With Authorization and Never … remembering that if you wipe the device (there are a variety of methods) it will take it back to requiring activation and you start again anyway with a clean slate. Also remember that, in the most basic setup, the profile is something a user (or the person setting it up) has to accept to install. When we look at Profile Manager later on we can consider some of the ethos behind putting particular settings into the profile so that the user has to agree to various settings as a method of gaining access to certain areas (eg email) and a common method of control for this is the granting of access to the secure, wireless network.

Profiles can be loaded via USB, can be emailed out to users to install, can be pulled down from websites or pushed out wirelessly via MDM solutions. One important thing to remember when exporting profiles from IPCU is security. These are text files and if you do a simple export can be read and changed via a plain text editor. You can sign the profile so any changes will noticed by the device if you try to install it but this basically changes it to read only mode. What should be considered as the only option is sign and encrypt the file. Just think … this profile could have all the settings needed by a user to join your hidden wireless network, usernames and passwords for mail servers (if using a profile per person or allocating a specific email account per device) and so on … do you really want that in plain text?

It is simple to sort though by just ensuring you export it signed and encrypted.

The next post will look at some of the uses of the new tool on the block, Apple Configurator, and what we were shown about what looks to be the first stage of a good methodology for managing and deploying devices in bulk.

Apple Leadership Summit – The Workshops pt 2

The workshop spent some time looking at the range of tools to support and manage iOS devices and so I’ll run through some of the areas which it covered. I’ll also try to highlight where most of us are when it comes to many schools trying to do ad-hoc management of devices. For the sake of short-hand I will use iPad to describe an iOS device … but I could easily say iPhone or iPod Touch.

The first things we are generally all used to using is iTunes. Those of us with personal devices or those who are using BYOD / student leased devices are likely to not see a lot of use of iTunes as it is done by the user instead. Some schools with only a handful of devices might be using iTunes managed from one machine to look after devices .

All devices, whichever method you use, needs to go through 4 phases and iTunes can manage all those.

  1. Activate
  2. Update
  3. Configure
  4. Sync

When you get an iPad out the box or when you do a remote wipe it needs to be activated. It can be done over the air (with the advent of iOS5) or it is commonly done using iTunes for many users. This allows you to set up basic things like language, country, enable / disable location services, connect to a network and restoring from a saved backup (an important idea to come back to later).  It is also possible to put iTunes in Activation-only mode so that the update / config / sync can be done by other users and other tools.

The iPad will then check to ensure that it has the latest version of iOS (remembering that it cannot restore a backup from a newer iOS version). You then configure the iPad as to how it will backup, whether it can sync over Wi-Fi, what it will sync (going into detail in the tabs for Apps, Tones, Music, Movies, TV Shows, etc), type of video quality (i.e. between HD and SD) and so on. In the general summary tab I personally think that people should have a good look at the ‘Configure Universal Access’ button as the use of voiceover and zoom can be quite handy for many learners.

Once you have the device the way you want it with the relevant Apps and media then it will sync, taking us through to the final action of setting up an iPad in the simplest manner, via iTunes. Of course, trying to do this for a raft of devices is neither practical nor efficient. The simplest method of doing this on bulk is to take one iPad, build it the way you like it and then restore the backup onto each new iPad as you activate it, which will go some way to automating the configuration and sync sections.

And this is where a lot of school stay … an ad-hoc arrangement where a HLTA or IT Technician has to build a new ‘image’ (well … backup an exemplar iPad) and load it onto the other devices. There is little ‘locking down’ of the machine and whilst it is a bit of a mess to cope with it can be a lot cheaper than spending a lot of time and money on the other tools.

There are some quick wins though. iTunes on its own will allow you to configure certain things but to really perfect a device you need delve into the on-device configuration. Setting up for home sharing can make it easy for learners to access resources shared via iTunes (always use a second AppleID for this in my experience) but the real benefits come when you look into Settings > General > Restrictions. Here you can turn off access to iTunes, installing or deleting apps, YouTube and even Safari … though Ned and co did warn us to be careful about this as some Apps make use of Safari to work. You can set the ratings for content, allow or block In-App purchases, and more. Well worth having a look at the Online Manual of iOS 5 for more information about what setting you can control.

And this deals with basic setup of the iPad. Fine for a handful of devices and there are some tools to make bulk restore / sync a possibility when also tied in with storage / security trolleys.

In the next blog post we look at iPhone Configuration Utility and who this will build a profile of setting for you similar to the manual job of using iTunes / on-device settings.

Apple Leadership Summit – The Workshops

There were 3 streams at the event and, although I really wanted to buck the stereotype and get more involved in the content creation stream, I really had to go to the infrastructure stream as there are so many questions and queries about Mobile Device Management (MDM) that needed looking into.

I blog fairly extensively about the last Leadership Summit here and here so I already had a good idea what we were in store for, and I have also done a fair bit of investigations already. The introduction of Lion Server changed a number of things, and newer tools which have been added on since are also changing ideas about how to plan and manage devices.

I’ve got to say a big thanks to Ned and the rest of the Apple team in the workshop. We all know that companies will toe a certain party line, and these folk are no different, but the allowances for healthy interjection from delegates, questions ranging from the slightly enquiring to the in-depth technical and still managing to keep the workshop pretty much on track meant that they had to field some difficult questions and gave some pretty good answers, and tried not to disappoint when they could offer no more than some basic “sorry, but there is no VPP yet” responses.

I’ve also got to say that there are some legal and regional things about MDM which were covered. The Apple folk did remind us that *we* have to make sure that *we* are happy that *we* are following the T&Cs, laws of the land, etc. The session was a technical one, not a legal and contracts one. There are differences about how we might opt to manage things in UK compared to US because of a number of facts, but the main one is that the Volume Purchase Program (VPP) does not operate in the UK so solutions which talk about bulk purchase and pushing out apps are technically possible in the UK, but not following the rules at this time! We did look at options about how to ensure you are fully licenced and that is another key fact to remember.

So, caveats done and we can continue.

The session started with each delegate introducing themselves and explaining what they were looking for from the session. It was good to see a range of primary, secondary and special schools, people employed by schools and 3rd party support firms, as well as representatives from RM and Jigsaw24. In general most are looking for ideas about how to deploy and manage devices, and about app deployment and the legalities behind it.

Presently we tend to think of traditional IT deployments of suites in classrooms, or we have started to move away from them to mobile classrooms. We then also have those who have gone (or are starting to go) down the one to one route to give an easy way of all being able to access devices (a common theme from the day, to be honest). iOS devices are slightly different and we have a number of options. How you plan your infrastructure is dependant on how you want to plan to use the devices.

We can split it into 3 areas. Device Sharing (closest to present day), One to One (mix of institutional and personal data) and User Responsible (highly personalised and almost anything goes). Once you have thought about which option you want then you can start to plan how to get there. Personally I think it is likely that once you start planning then you might find barriers to going down certain routes and you might have to make compromises … sometimes down to money, sometime down to the need to change the curriculum … it doesn’t mean you shouldn’t try but there might be times you have to be a little pragmatic.

Looking at the methods of managing devices we can see 6 areas.

iTunes – which we are pretty used to with them being consumer devices, but with a large manual requirement

On-device configuration – where we use the settings on the device or on particular apps, again a familiar task with a large manual requirement

iCloud – again something we might be used to

iPhones Configuration Utility (IPCU) – a way of generating profiles which can be applied to one or more devices. Those of us used to GPOs within Windows AD or WorkGroup Manager with macs will find this fairly familiar and the idea that a GPO is just a series of registry changes, or in WGM generates changes to .plist files … profiles are pretty similar.

Apple Configurator – the new kid on the block which is likely to be key for many of us. It allows for prep for mass deployment, supervising devices and assigning devices to individuals within the organisation.

And finally … Mobile Device Management (MDM) – the full blown tool which makes use of a framework provided by Apple to do all of the above. Within Apple’s toolset we have Profile Manager on Lion Server (used in conjunction with some of the above where needed) and you have an MDM lite solution …

There are a number of good 3rd party MDM solutions out there and to some extent it is a bit like making the decision about whether to use middleware on your network to manage Windows, whether it be RM’s CC3 or CC4 or one of the other products out there (Viglin’s Classlink, CSE, etc). It also depends on the mindset of the school. If it the attitude is “lock it all down” then you might want one route, and if you prefer a more ‘enabling’ and user reliant option then you go down another path.

So … there we have the first post … with the above tools you can go from delivering a shared device in a library which can be set up quickly for each user as it is booked out to them, a device which has all the settings for email etc and just requires the user to finish it off by putting in their username and password, you can stop the buying, deleting or even access to various apps, or you can bulk prep personal devices but to get access to your wifi settings they have to ‘log on’ to a certain managed profile. Over the next week I will try to cover each tool in a separate post.

The final thing I will say is that, whilst not explicitly mentioned, it is important to have a decent infrastructure for the devices to run over, and a presumption that most of the management / config will be done on a Mac (some tools don’t require a Mac but the significant ones will do).

Apple Leadership Summit – Intro

It is good to see Apple throw themselves into the education arena a bit more after having been notoriously shy over the last few years. With the corporate stance on attending tradeshow meaning that the official presence at BETT has not been a possibility it was wonderful to see a number of combined ASE/ADE/AASP stands, actually staffed by many of the same people who came along and worked on the Apple stand in previous years.

Having attended a previous Apple Leadership Summit last October I was glad to be able to get an invite to the latest one, held yesterday at Silverstone. Over the next post or two I’ll be covering most of my notes from the event and hopefully be able to give a significant update on where I left things after my blog posts after last year’s Summit.

The notes will take from my own notes, my tweets and some tweets from others.

I’ll try to split the posts into 3 areas: vision, practice and infrastructure design … the last one is likely to be a biggie so I will probably start there. Whilst most of what was covered is about mobile devices from Apple, a lot of the principles about how you plan and think about it can be translated to other offerings.

My issues with BYOD

Firstly, let me state that I am an advocate for BYOD and anything else which gets more technology into the hands of learners so that it can be used *where appropriate* and that will also include some work to help SLT, Teachers and learners understand when it can be appropriate. As part of that I love to see the blog posts, articles, videos from folk at Microsoft, Google, Apple, Learning Without Frontiers and many, many more.

My first issue is around the shiny tech syndrome … the same issue that cropped up with IWBs and many other fantastic tools. You hear (or experience) a school saying “School A is using technology X and has fantastic results and we sort of understand why so *we* have to use it to!” and yes, I know this is a bit of a generalisation but we can all understand how it happens, the hard work folk involved have to put in to make it work as a result and that by some more careful thought it can be the success we all know it should be. This applies to so many different things in schools (and other sectors) so it is not just a technology thing. Having to think and plan about something can be mundane and boring but it can be, for your school, the thing that makes the difference. It is worth saying that not all schools need to plan as much as others … some schools have a culture of adaptability and innovation … and so can pick things up that bit quicker … going from a trial to full implementation with far less work, less planning, more trust between people involved (an important factor) and get wonderful outcomes. When trying to think of something to equate it to I tend to think how would a school deal with having to teach every lesson in song. If you think your school could adapt and change, very little training, understand the benefits … then this could be a sign you could go to BYOD with little educational pain.

And this gets to my second issue. BYOD and consumerisation of IT is wonderful. It puts good kit and tools in the hands of people who will make good use of it. There are barriers to this and some are practical, some are educational, some are technical and some are legal. This is where those schools who spend more time planing might be better off.

Let us deal with legal in this post … and this will not be a comprehensive list, will not form any sort of legal advice and should not be considered as a reason to go for BYOD or not to go for BYOD … merely a pointer for starting conversations with the relevant professionals who you would normally go to for advice and instruction (hopefully that covers my backside!) … so please take it as such. There are lengthy eSafety Law in Education discussions which can be had around the use of technology, online tools, walled gardens, etc and these should be considered. I cannot find a comprehensive list of what this involves other than schools should apply with the laws with regarding safeguarding … but I know that it will cover (and not a full list) The Education Act 1996, H&S legislation, Safeguarding Vulnerable Groups Act 2006, Common Duty of Care … as well as other legislation in place to deal with bullying, physical and mental harm.

And then you get onto what some regard as the mundane aspects of legislation … and whilst we have mentioned H&S already we do have to come back to that when we consider the problems some schools used to have with trailing wires in the early 1:1 laptop schemes … not so much of a problem now with mobile / handheld devices but not everyone will be bringing in iPads / Android tablets … there will be laptops, netbooks, ultrabooks … and devices will also need some charging during the day as learners forget to bring them in fully charged or as the battery slowly burns out. This also steps into the practical aspect so we can leave it there for the moment. The next bit is about security. As much as we might not like the idea, we have a responsibility to ensure that all the data, the personal information, the work created by staff and learners, the services that are provided in the school, the machines we work on each day and the devices we connect on the network are safe, secure and there will be no loss or damage.

When any device connects to a system there are both legal requirements and usually terms and conditions for that connection. With your phone it is the contract you sign and the law of the land. You are not allowed to disrupt communications, misuse data, use communications maliciously, etc as points of law. You then also agree a contract to say you will follow the rules of who you connect to … which includes the above laws (and more) and also things like the amount of data you can download / upload, damaging the name of the firm, etc … and in schools the contract *has* to be signed by the parent as a minor, as has been pointed out to me a few times recently, holds no or minimal legal power. To some extent this is similar to school rules though … but this means that you *have* to consider the damage which could be done. You might not allow some children to connect devices to the school systems due to previous actions in the same way you might not allow some children to use sharp knives in DT lessons due to the previous damage they had caused (which, technically, would be criminal damage and that is something you can hold against some children as a criminal offence … but how many schools do prosecute!)

So, we have covered the idea of a contract and that there are legal requirements for a safe system. This includes protection of data loss / damage, viruses, use of the school systems to launch attacks against other networks. As much as we might want to think that these should just be covered by who ever does your tech support … the buck stops with the Head and Chair of Governors. When schools have lost data and had to sign Undertakings with the ICO it is the head and Chair of Governors who have to do it … and it is their neck on the line for the fine and even jail.

I recently asked a group of schools about what laws they have to follow to run a school network, what standards are out there for this and who would they go to for advice. Majority of SLT put the onus on their IT Support (either in house or contracted) and even those who accepted that they could not devolve the responsibility (it is only ever shared) they had to accept the limitations of what they could reasonably manage to cover themselves.

Personally I would love to see a legal review of what it takes to run tech, including BYOD, in schools. It is worth saying that none of the above should put anyone off … just show them the areas that need dealing with and I hope to cover a few more areas (technical / practical) in the next posts.

A summary then. No matter how much we all want to focus on the inspirational benefits that BYOD brings, we also have to fact a few realities that it is like any other change a school faces. It has to be done for a good reason, has to be planned and has to take into consideration legal boundaries, operational requirements and a lot of the other boring stuff. Educational benefit is not a magic want that will sort or over-ride the other stuff … just a really good reason for putting the effort in to sort it in the first place.

So, what would folk like to see next?

A breakdown of managed wireless?

Dealing with proxies?

Day to day operation in schools?

I am open to ideas and information … I don’t have the answers and I am always looking for others to share what they have done so far and the lessons they have learnt.