Socrative is still a wonderful tool for the classroom (especially considering that it's free) but, after using it a few more times I'm running into some problems that I need to make you aware of and that I've already alerted the app producer too.
In using it I allowed students to use their smart phones and the iPads I have in the classroom. The students using the iPads had virtually no issues, but those that were using their smartphones encountered some issues that prevented the experience from being positive. One, when viewing an activity on Socrative on their smart phones they often had to scroll up and down to see all of the questions and answer choices, and too often as they scrolled the program interpreted the scrolling as an answer selection. I contacted the app maker to suggest adding an "Are You Sure?" response to answering the question to avoid this.
The other issue that happened more with smart phone users than laptop and iPad users was questions already answered would reappear. I also alerted the app maker to this bug as well.
Considering both of these issues I've decided to only use Socrative when either all my students have an iPad in their hands or if they're working on something else and can pass the iPads I have in the room around to each other.
If you're in a one-to-one iPad classroom, then you shouldn't have very many troubles at all.
I've been looking for an easier way to do stop-motion animation and common craft videos easier. This new app for the iPad is pretty close to what I've been looking for. iMotion HD takes video at intervals of your choosing. To make this most effective you'll need some apparatus to hold the iPad still. One of the most interesting functions of this app is that if you have a second iOS device, you can have one device as the camera and the second as the remote. This is a free app with no sign up required.
One of my favorite teaching strategies from “Teach Like a Champion.” We’ve all been leading discussions and questioning students and had that one student that responded “I don’t know.” The strategy ‘no opt out’ doesn’t allow that “i don’t know” to stand. Instead you do one of a few things that elicit the answer from another student or the whole class and then return to the original student and require that he tell you the answer. If the answer is something that you believe most of the class knows, you elicit it as a group response or call on another student. If it is something more difficult, then break the question into smaller sections that lead to the final answer. For example: After asking a student “what is 2 + 2?” and receiving an ‘i don’t know’, you can ask another student the same question, ask the class the question, or even ask another student “what do we do when we add two numbers?” as a way of getting the original student to the answer.
Ah, but what if the student still says “i don’t know”? Well I’ve never had it happen, but if it does, then you’re dealing with direct insubordination and thus has leapt from an academic problem to a behavioral problem requiring consequences.