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digital_cart_class.jpgIn this installment of TeachOntario Talks, we are profiling and celebrating teacher Leslie Boerkamp's project called "Bringing Itinerant Teachers into the Now Generation." Leslie teaches at Sacred Heart School in the Bruce-Grey County Catholic District School Board.


Teacher Leslie Boerkamp calls herself a “techie wannabe.” But based on the impressive ways she’s integrated technology into her elementary school classrooms, some might say she’s earned the title Full-Fledged Techie.


Boerkamp is an itinerant teacher (moving from class to class) of The Arts, Health, and Physical Education at Sacred Heart School, a small rural K to Grade 8 Catholic School in Bruce-Grey County. In 2013/2014, she embarked on a project to carry a class set of iPads with her to all of her classes and use them to bring traditionally 20th Century subjects into modern day. “I wanted to take my love of teaching, technology, and the subject areas I teach, and roll them into one to create learning goals and objectives that my students would enjoy,” says Boerkamp, who is also a half-time Special Education resource teacher at the school.


In order to fund her project, and set aside the time and focus to make it happen, Boerkamp applied for, and received, a grant from the provincial government’s Teacher Learning and Leadership Program (TLLP). Her project called “Bringing Itinerant Teachers into the Now Generation” focused mainly on Music class, but also included Drama, Health and Physical Education.


Focusing on the Learning


So just what did she do?

Finding “meaningful and planned uses” of technology in her lessons was critical, Boerkamp says. That meant finding the best educational iPad applications and matching them to specific curriculum expectations and co-constructing the design of learning opportunities with her students.


The Results


Using iPads and subject-specific educational apps improved student performance and engagement substantially in all subject areas, Boerkamp says. “The results are most clearly evident in the quality of student work that the students produced,” she says. “And many times I had students wanting to work straight through recess, even though it was a gorgeous, sunny day outside. That level ofdig_cart_chart_redo.png commitment and dedication in task completion is pretty awesome and inspiring to see.”


The students also reported a significant improvement in their learning. The Grade 4 through Grade 8 students completed a pre and post TLLP project survey, reporting how much they believed the iPad would and did improve their learning. The students ranked three areas, engagement, creativity, and learning, on a scale from 1 to 5. A 1 ranking on the scale meant “not much” of an impact on learning and a ranking of 5 indicated an “amazing" transformation. “The results (see chart, left) show the students found the iPads to be a great tool for their learning, creativity, and engagement,” Boerkamp says.


Beyond learning the curriculum and enjoying class, the kids also acquired valuable digital skills and knowledge that will ultimately aid them in future learning, Boerkamp says. “I’ve worked hard on getting them to realize the skills and possibilities of creativity that the iPad opens up,” she says. “I hope going forward the students will think creatively about how to present ideas and assignments using the multi-leveled tools right within the iPads.”


What She Learned


Learning new ways to engage young minds, and connect traditional subjects to digital tools, has been a rewarding journey, Boerkamp says. “I’ve learned that a willingness to try new things will take you far,” she says. “It will open your mind with your students, to new ways to think, problem solve, collaborate, and contribute.” She’s also learned how important it is to adapt your approach when what you’re doing isn’t working. “Learning is a continuum,” she says. “We will often need to lighten our load and toss aside items that no longer fit or mesh with our new ideas.”


Boerkamp's Favourite Apps


Below, Boerkamp shares her favourite educational iPad apps in each of the subject areas she teaches.




garage_band_final.jpgWith the GarageBand app, Boerkamp was able to virtually bring hundreds of different musical instruments into the classroom. “It’s like having an orchestra in your backpack!” she says.  Students were able to play the iPad instruments with the touch of their fingers, often in much the same manner as you would play the real thing, she says. “iPad instruments are fantastic when used in conjunction with real instruments, or when you don’t have access to real instruments,” Boerkamp says. “While it’s not completely the same, real musical ability is still required to play these instruments.” With GarageBand students can explore instruments that otherwise might never find their way into an elementary school classroom. Kids can also record multiple tracks of music and layer on dozens of effects on the recorded sounds.


In one of Boerkamp’s class projects, students used GarageBand’s sampler feature to record themselves saying their first and second names. By adding drum tracks and changing the pitch settings on the app, the children were able to create a ternary (A-B-A or Mi-Fa-Mi) form piece of music. Recording oral reports for research assignments is also possible with the app’s podcasting feature. The iBand option, meanwhile, allows the entire class to play different parts of a song together as one big band. An application like GarageBand can be particularly helpful as more and more schools invest in more technology and less in music programs, Boerkamp says.



MadPad is another of Boerkamp’s favourite apps for use in her music classroom. This application invites users to “remix your life” by recording sights and sounds from everyday surroundings to create your own percussive or melodic instruments. In one project, students were asked to record 12 different sounds all made from a single object or a limited space, like a chair and the playground. The students then used those 12 sounds to create a Stomp performance group-style rhythmic composition. In one Kindergarten class Boerkamp used MadPad to help the kids learn about a variety of different musical instruments. Check out some of Boerkamp’s Kindergarteners learning about different instruments with MadPad in the short video (below, left).





Recording silent films in class was made possible with the iMovie app. “Without iMovie we wouldn’t be able to share the evidence of student learning with others,” Boerkamp says. In this project students created a pantomime that introduces a character and setting, establishes and develops a conflict and then shows its resolution. An example of one student film project is called The Amazing Flea Show. You can view a sample of this project in the video on the right.




The Video Frames FREE! App allowed students to record four different “found space” group dance routines and play them together within four video frames. A found space dance is when a group comes up with a series of movements within a set physical space that uses interesting aspects (i.e. staircase) of the space within your dance. “What the app allows you to do is to essentially make a collage of videos, helpful for students to see the same dance from multiple points of view as well as a performance to be captured in stages, and then come together to make the final performance,” says Boerkamp. This video is an example of this found space style dance performed by teachers at Boerkamp’s school.


Health & Physical Education




Quick Response codes, known as QR codes, helped Boerkamp bring the internet into the Health and Physical Education classroom by connecting students’ iPads to the required webpage within seconds. “The students could scan the code and have a sample of the game/activity played out before them on a video,” she says. “As easy as that, everyone would be on the same page.” For Physical Education, Boerkamp often turned to the physical education games channel on YouTube.




Questions? Ideas? Comments? Ontario educators can register on TeachOntario and join in more in-depth conversation about this school in Share under:

TeachOntario Talks Discussion: Using Technology to Support The Arts and Physical Education



kids on floor.jpgIn this installment of TeachOntario Talks, we are profiling and celebrating a group project aimed at using iPad and Google Apps for Education as a platform for student-driven learning and inquiry in two schools in the Thames Valley District School Board.


Teacher Michelle Cordy is on a mission to ‘hack’ the classroom.


The Grade 3 teacher at Stoney Creek Public School recently teamed up eight other elementary teachers in the Thames Valley District School Board to use technology to support inquiry learning in Grades 3 and 6.


"We wanted to be responsive to the shifting needs of young learners entering our classrooms," says Cordy. "We think students who have experienced play-based learning in full-day kindergarten will have different views of themselves as learners, and a different set of expectations for the classroom. We expect that these students will want more agency in the learning and yearn for a curriculum which is co-constructed."

Michelle board_crop.jpg

In an effort to give students just that, Cordy and her team decided to use iPad and Google Apps for Education (GAFE) to support student-driven learning and inquiry in nine classrooms spread across two schools. Cordy’s co-lead on the project was Lisa Morris, a Grade 6 teacher from Parkview Public School. Other teachers who participated in the project include Stoney Creek Public School Grade 3 teachers Danielle Cadieux, Jerry Austin, and Sheryl Ledingham, and Parkview Public School, Grade 6 teacher Jennifer Parker and Grade 3 teachers Patti Clark, Kari McDonald and Shannon March. The project was supported by Ontario’s Teacher Learning and Leadership Project (TLLP).



"These are 21st century learners within a world that is a pinch, swipe and tap away," says Cordy, who is also an Apple Distinguished Educator. "We wanted to help these young learners be engaged, curious and feel like they can be partners in their learning, both on and off screen."


However, student-driven learning can also be messy, she says. "So, we looked for something that could support learning for teachers and students," she says. "iPad technology is the great amplifier of our times. We know it doesn’t solve problems, and it certainly introduces new problems. But what technology like the iPad does is open up new possibilities. It helps redefine what’s possible. For inquiry, the iPad gave us access to information and gave students ways to communicate their understanding far beyond what we could do with pen and paper."



The iPad, in particular, has built-in accessibility features, like text-to-speech, that allows kids to read with their ears instead of their eyes, Cordy says. "Kids can tap on text and the iPad reads it aloud," she says. "This way, they can access information that is beyond their reading level. So, the amount of information available to them expands." 


Click through to find out more about Cordy's top Apps for Inquiry learning in the chart on the right.


The team began building their approach to the curriculum delivery by clarifying what inquiry really means in an Ontario context, Cordy says. Researching Ontario Education Ministry curriculum documents was critical to this process, says Cordy, who summarized her findings in a blog post titled Making Sense of Inquiry-Based Learning: An Ontario Perspective.


The team identified three key inquiry learning definitions in their curriculum research:


  1. Inquiry-based learning is an approach to teaching and learning that places students’ questions, ideas and observations at the centre of the learning experience.”
  2. For students, the process often involves open-ended investigations into a question or a problem, requiring them to engage in evidence-based reasoning and creative problem-solving, as well as “problem finding.””
  3. For Educators, the process is about being responsible to the students’ learning needs, and most importantly, knowing when and how to introduce students to ideas that will move them forward in their inquiry.”


In the end, the project had two key components: teacher learning and student learning. "We had a group of nine teachers take on a new pedagogical approach and integrate technology to support that approach," she says. "The teachers in our group had a range of experience with technology and by the end, everyone had moved forward with their confidence and agility and ability to integrate iPad and GAFE meaningfully. We narrowed in on our understanding of inquiry too."


See Cordy's inquiry teaching in action in the video below, left.


As for the students, Cordy reports the level of engagement was very high. "What we saw is that you can allow for student voice and choice and still be on track with the provincial curriculum," she explains. "Students flourished when given the opportunity for inquiry projects at the end of a unit on forces. Students loved the opportunity to research their own topics ranging from airport fire trucks to unicorns. In these wildly diverse topics, we teachers were able to maintain accountability and connect students with common topics to form thought partners."


Beyond this, the teachers were able to connect topics back to the curriculum through reading genres or writing formats. "The students were able to follow their own interests while working in groups towards grade level expectations," says Cordy. "It took a little work, it was messy at times, but the students loved it. The students were engaged and so proud to share their learning at our mini class to class Share Fair at the end of the inquiry cycle."


The level of questioning and collaboration between the students in all the classrooms was also high, Cordy says. "It wasn’t always roses and cupcakes," she laughs. "This kind of student-driven learning asks a lot of students. They have to be willing to follow a passion and then stick to something. A lot of students wanted to switch topics when they found out what other kids were learning about. It was like a candy shop of ideas and the kids wanted to skip around. It took developing discipline on their part and realizing that they could pick another topic next time. Students had to persist and focus which can be challenging. But when it came time for them to share their projects, they were proud of what they were able to share, and they knew they would be able to feast on a brand new topic the next time. The kids really inspired each other. Topics like mythical creatures, black holes and monster trucks went viral. So, the next cycle of inquiry projects began and students could have another go."


Lisa Morris' Grade 6 class also showed terrific progress.

"The last two years have been amazing working with great teachers and technology," says Morris. "My class developed excellent inquiry skills. They became more proficient in their questioning, learning to develop deeper questions. They also became much more independent in their research skills, putting key word search and filtered searches in place to focus resources to meet their needs.

One of the great things to see is how they began to collaborate and share their findings using the social network we had built between the two Grade 6 classes to form a knowledge building centre. These skills and learning technologies were applied in other situations throughout the year, which clearly demonstrated the learning that took place."


The team shared project resources, handouts for teachers, examples of lessons, and examples of student work on their project website “Inquiry TLLP.” Cordy also shares six ideas to get started with inquiry in her Hack the Classroom blog here.


Support from school administration was key to the success of this project and related initiatives, Cordy says. Principals Steve McCombe (2013/14) and Cindy Kissau (2014/15) at Stoney Creek Public School and Principal David Clark from Parkview Public School played critical roles. "They were invested, supportive and involved," she says.

Watch the students share their reflections in a video (above, right)

interview some of the children did with Howard Rheingold

about their inquiry-based projects for Connected Learning TV (CLTV).


Questions? Ideas? Comments? Ontario educators can register on TeachOntario and join in more in-depth conversation about this school in Share under:

TeachOntario Talks Discussion: Teaching Team Supports Inquiry-based Learning with Tech Tools