Implementation and diffusion of iPads in the regular classroom setting. Presented
by Gus Martin.
The purpose of this presentation is to provide a new approach in the teaching
methodology of regular classrooms settings through the implementation of iPads.
The intended audiences are local private elementary school boards members and K12 Education school district boards.
As an administrator for a private K-12 school setting, I have challenged myself to
finding various ways to improve the way instruction is given in our schools and
identifying how could we enhance the learning experience of each student at each of
our schools by reaching each student at their academic level, when they first come
into our system, and challenging them to their maximum potential.
While researching about all of the current technologies that could be applicable in
the classroom setting, I have decided to present to you the one that, if properly
utilized, could change the way learning takes place in any classroom setting.
In my school district I currently have three elementary schools that have decided,
this school year, to implement the use of iPads enabling their students to receive a
differentiated instruction, as well as motivating their students to excel by meeting
their needs of the 21st century.
Having said this, let’s take a look at this video presentation about some of the
possibilities iPad can bring into the educational system.
http://www.youtube.com/watch?v=24R1QJAXL4s
Now that you have an idea of the great potential that iPads have in the classrooms, I
would like to discuss how it is been adopted across various educational systems and
what research based strategies can be used to ensure that the adoption of this
device will be successful.
Apple first introduced the iPad in the year 2010. The device was well received
because of its versatility, which became an appealing tool to a wide range of
costumers. Michael Arrington of TechCrunch said, "the iPad beats even my most
optimistic expectations.” (Mossberg, 2010) David Pogue of The New York Times
wrote a "dual" review, one part for technology-minded people, and the other part
for non-technology-minded people. (Pogue, 2010)
In its beginning the iPad was conceived as a technological device that was going to
compete with PC computers, e-readers, laptops, or any other form of tablets. But
what have really made this device distinct from any other devices are its versatility,
fast processor and high quality materials, such as its high-resolution screen. Another
feature that makes it extremely useful is its accessibility to the Internet and, with its
recent development, the sharing features with other devices.
In its beginnings, the devices were not expected to reach the early educational
levels, but reach college students who were more inclined more into the liberal arts
because of its creative features. It was also intended to reach an older population
because of its portability, size and easy to use options.
In order to understand the diffusion and innovation of the iPad, we must understand
the four stages of development as presented by Rogers (2003). Those stages are
need, research, development and commercialization.
The need
Our educational system has shown very little change in its instructional model for
more than a hundred years. Many different approaches have flourish, but none have
made a big impact in our system. On the other hand, our young population is being
bombarded with new technologies and updated information, which our old system
is not ready to handle. This is represented by what Ken Kay, president of the 21st
century schools said: “the moment is at hand for a 21st century model for education
that will better prepare students for the demands of citizenship, college and careers
in this millennium.”
The research
For this section I will share with you one case study that took place in 2012 in
Longfield Academy, Kent, England. This educational institution has been well known
for its technological innovations throughout the years. They carry out a research
with their 800 students on the effectiveness of iPads in their classroom settings and
identified that 77% of the student’s achievement appeared to have risen since the
introduction of the iPad. 73% of the students improved the quality of their work and
69% of the students felt better motivated to learn.
On the other hand, Susan Crichton, 2012, did a study on the feasibility of the
implementation of iPads in the Calgary Public Schools and came to the conclusion
that the device can be extremely effective if the proper infrastructure is in place.
Also, on her research she pointed out that the devices had been better perceived in
the elementary level than the high school.
Development
Many people believed that the iPad was going to become a larger size iPhone, with
less capabilities and features. The main intended audience for the iPads was for
people who wanted to be informed, connected and entertained.
Many have study multiple approaches to learning with computers. In 1983 Steve
Jobs said that the goal for Apple was to create a computer that could fit the size of a
book, that could be carried around and that could be easily manageable. He also
shared his vision of creating a computer with a radio signal that could allow
communication with other computers at the same time. On January 27, 2010 Apple
announced the creation of the iPad, a revolutionary tablet that could provide
communication and updated information right at everyone’s fingertips. Even though
this device was designed in the United States, it is currently assembled in China,
where it is shipped to the entire world.
Commercialization
Rogers defines the commercialization process as the “point when innovative idea
becomes practical application”. Currently, I believe that we are at a critical point in
the adoption of iPads in our educational setting. Even though the iPad is an amazing
tool in itself, what is really important is the way the teacher applies the devices in
the classroom.
In terms of external commercialization of the product, all of Apple products are
designed in California, United States, but assembled by Foxconn in China and it has
being promoted through TV commercials, Apple stores (which are strategically
located mainly in malls and shopping centers) and through the company’s website.
The following video shows the first commercial aired by Apple to promote their
newly created iPad device.
http://www.youtube.com/watch?v=R41NNPBqRCk
Implementation
In 2010 the iPad device was first introduced to the world catching the eyes and the
interest of many individuals in various fields.
In 2011 the Prescott Elementary School decided to pilot the program and acquire a
few devices that where utilized by the students along with iMacs. This pilot program
changed the teaching methodology in their classrooms calling the attention of many
other schools within the district.
In 2012 some guidelines were put in place and a possible implementation plan was
designed at a second school, located two hours away.
In 2013 a full implementation took place at Glenview Elementary School and the
administrators and teachers of both schools put a collaboration network in place.
Students from one school are currently able to communicate and interact with staff
and students at the other school. Collaborative projects are put in place between
both schools.
In early 2014 a third school, Desert Valley, came on board implementing the iPads in
the classrooms in the Tucson area. The distance for each school is between two and
four hours apart. Students now interact between the three institutions.
Mid 2014 a fourth school located in the Tucson area named Saguaro Hills, will be
implementing the iPads in their upper grade classrooms.
During summer of 2014 all teachers will receive training for the implementation of
this device. At the same time, all of the reminding six schools will create a plan for
implementation between the years 2015-2016. By then, the earliest models will
have to probably be updated with newer models, re-evaluating the effectiveness of
the teaching methodologies.
S-Curve of iPads
In order for us to understand the Rogers (2003) the rate of an adoption can be
characterized by an S-shaped curve that initially rises slowly and accelerates to a
point where half of the individuals of the system have a adopted the innovation. In
our school setting, currently we are at the point were half of our schools have done
so.
In terms of the sales of iPads, this device hit the market since its beginning, as
demonstrated in the given graph.
Currently, iPad sales have broken records demonstrating a rapid acceleration of
adoption that has not stopped yet. At the same time there is a lot of speculation in
regards to what are going to be the new technological additions to the upcoming
models.
When analyzing the sales of iPads we can, somehow, identify how it has impacted
the educational setting and its rate of implementation.
This chart demonstrates, as it can be seen, an acceleration in the sale of iPads from
when the device was release in 2010 until December of 2012. But how far has that
iPad actually penetrated the educational market?
At the education market it was reported that in June 2012 1.59 million iPads were
purchase by school districts for educational purposes, making it about 2.5% of the
market.
Due to the fact that the iPads are been rapidly diffused in our society and are greatly
used by individuals, it can be projected that the diffusion curve will continue to rise
and develop.
References
Mossberg, Walter S. (March 31, 2010). "Apple iPad Review: Laptop Killer? Pretty
Close". All Things Digital. Dow Jones & Company. Retrieved March 31, 2010.
Pogue, David (March 31, 2010). "Reviews: Love It or Not? Looking at iPad From 2
Angles". The New York Times (The New York Times Company). Retrieved March 31,
2010.
http://www.emergingedtech.com/2012/07/study-finds-benefits-in-use-of-ipad-aseducational-tool/