Thank You CRHS

Tomorrow or today if you are reading this on Thursday is my last day at Castle Rushen High School.  I am notoriously bad a saying goodbye and am renowned for crying, so I’ll save myself that embarrassment and say the following….

I was only supposed to be doing 2 days supply for 5 weeks but here we are 2 days away from the TT holidays and I am finally saying goodbye.  I would just like to thank you all for making me feel so welcome, CRHS has become a home from home for me and I have loved working with you all.


2014/15 has truly been an annus horribilis for the MFL department so a big thank you to those of you who have helped us out in any way at all.  Thank you for popping down to check that we weren’t drowning in cover work planning (we were but we didn’t like to say), thank you for covering lessons or taking on MFL classes for us, you have gone above and beyond the call of duty!  Thank you for allowing me to cry in your offices (I did that a few times in the 1st week of December)

Huge thanks to Brian and the MFL team – it’s great to see the gang back together again – after the difficult times of this year, these guys are really a force to reckoned with!


I hope you all have a relaxing holiday, after all you deserve it!


Merci et Au revoir!


What’s The Value Of Appsmashing?


Photo credit

Appsmashing has become a bit of a thing in recent times.  The phrase was coined by American educator Greg Kulowiec and it means using applications in conjunction with each other to produce a final product.

The iPad is a truly amazing tool and it can do some pretty incredible things.  The apps that you can purchase for the iPad can also be pretty amazing.  However, I am growing ever more concerned that appsmashing is becoming more about what the device can do rather than using the process or processes for an educational purpose.

Many of the arguments surrounding appsmashing hinge on the notion that it is somehow teaching creativity. While I agree with this premise to a certain extent much of the appsmashing that I read about in blogs is teachers setting students a task and asking them to use specific applications in a specific order – there’s very little creativity in that furthermore it is my belief that students need to have used an iPad regularly for a number of years in order for a teacher to be able to simply give them a topic and let them get on with it using their own choice of apps –  this is when appsmashing becomes truly creative.

There are a huge number of benefits to appsmashing but let not our judgement be coloured by the idea that we are somehow teaching creativity because of it.  Appsmashing does help to enhance thinking skills. It is a great way of getting students to collaborate and share with each other. It does provide a sense of achievement and it is undoubtedly huge amounts of fun and the finished articles can be a great source of pride for students and yet, for me this is simply not a good enough reason to include appsmashing in your edtech repertoire.

The key to a great appsmash is not the number of apps that you manage to smash together into a final product but the pedagogical thought behind the smash itself. Ask  yourself why are we completing this activity? What is the educational purpose of it? If your answers are simply the students will enjoy it or it will greatly enhance collaboration in my class I would ask you to have a rethink.   Many multi app appsmashes are very complex, way too complex in my humble opinion.  In schools we are time poor and an incredibly complicated appsmash can suck hours out of your teaching time. For me, the best appsmashes are those with learning at their heart and by learning I mean intrinsically linked to that which you are teaching and learning in class.

The best app smashes are inherently simple.  They will, in many cases, only use 2 or 3 apps; apps in which the students are well versed or ones that are very simple to use.  The appsmash itself will have the aim of enhancing the students’ learning.  They will be “show what you know” activities which enable all students to successfully demonstrate what it is that they have learnt which can then be meaningfully used by a teacher to assess the learning that has taken place in the classroom.

Appsmashing can be a great arrow to have in your edtech quiver but it must be well considered and have strong pedagogical foundations otherwise it is merely an exercise in what the device can do and not what the student has or indeed hasn’t learnt.