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/