TLT iPad Pilot Proposal
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Introduction
The successful integration of information and communication technologies (ICTs) in the
university classroom requires careful planning, infrastructure for effective operation, and a clear
understanding of the capabilities and limitations of each device. The integration of the iPad is a
case in point.
As currently configured, the iPad is primarily a media consumption device. With its small
touchscreen and long battery life, it is well designed for watching movies, playing music, reading
e-books, and engaging in some interactive activities. However, even with these components,
there are specific prerequisites for the successful integration of iPads into the teaching and
learning environment at Howard University. These prerequisites include, first of all, a robust
wireless network to support multiple users accessing the same network at the same time.
EDUCAUSE, an association that promotes the effective use of technology in higher education,
warns that “a classroom full of students running applications on their iPads can put a
considerable strain on wireless infrastructure” (p. 2). In addition to network difficulties, the
University must consider the potential security risks for students carrying such expensive handheld devices—especially on an urban campus such as Howard’s, where iPhone thefts are
commonplace. Third, it is essential to compare the capabilities and limitations of iPads to
those of Tablet PCs and laptops to ensure that the investment in iPad technologies is a prudent
one. Finally, faculty need time to explore the iPad and its applications (“apps”) to determine
if and how it might enhance instruction in their classrooms.
ICT technologies are capable of enhancing instruction if they support a clear pedagogic focus
(Wright, 2010). A pilot study of the educational use of the iPad could help faculty find
appropriate “apps” and adapt the technology to a pedagogic focus within their discipline.
Adapting the iPad to discipline-specific needs is critical. After all, the technology needs of
faculty and students in the College of Medicine are different from the technology needs in the
College of Engineering & Computer Science.
A pilot study that allowed faculty from different disciplines to experiment with the iPad in their
classrooms and report their findings could yield best practices that would aid in implementation.
For example, Reed College implemented a pilot study of faculty iPad use. Reed found that the
iPad was helpful when preparing for class and displaying images, but less helpful for writing
documents and managing files (Marmarelli & Ringle, 2011). Meanwhile, the University of
Notre Dame found that the slick surface of the iPad hindered note-taking—in class and on texts
(Wieder, 2011). Findings such as these can inform decision-making about what supplementary
applications and upgrades are needed to make the iPad more useful to faculty and students.
Researchers suggest that the following four factors are necessary for effective classroom
integration of ICTS like the iPad (Marmarelli & Ringle, 2011; Wright, 2010):
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a commitment by faculty to learning about the functionality of the device
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a good fit between the technology application or device and the instructor’s teaching style
a perceived need for the device and an understanding of the “value added” to the teaching
and learning of the students
available technical support for long-term care and use
A pilot study could yield important data about these factors. Indeed, a well-designed pilot study,
implemented in phases with feedback from both faculty and students, could address the overall
readiness of the faculty and students for iPad integration. Therefore, we are proposing the
following two-stage pilot:
Proposed Pilot Study of the Educational Use of the iPad
Note: Although this outline refers to Apple’s iPad, the pilot should test different types of tablets.
Phase I: Spring 2012 (Jan – May)
1. Recruit a total of 30 faculty (representing each school, college, or division) to participate
in a pilot on the educational use of the iPad.
2. Ask the participants to read selected online sources and to come to CETLA to watch and
discuss the webcast “iPad: Effective Use in the Classroom.”
3. Conduct a hands-on workshop on how to operate the iPad.
4. Lend each participant an iPad2 for the semester in exchange for completing the following
tasks:
a. Find and evaluate at least ten apps in your field.
b. Write a review of the apps, using an assigned rubric.
c. If you find an app that might enhance student learning in your course, answer the
questions in Dana Hoover’s lesson planner, the Curriculum iPad Fit Framework.
d. Submit the review and the completed Curriculum iPad Fit Framework to CETLA by May
1st.
5. Authorize faculty who agree to participate in Phase II of the pilot to continue to use the
iPad. Faculty who do not want to teach with the iPad do not have to participate in Phase
II; they can simply return their iPads.
Phase II: Fall 2012 (Aug – Dec)
Note: Phase II can proceed only if the University’s wireless infrastructure can support it.
1. Ask the selected faculty to incorporate their proposed iPad lesson(s) into the syllabus for
one course. (If they teach multiple sections of a course, encourage them to use the iPad
only in one so that they can compare.)
2. Equip students in those courses with iPad2s for the duration of the pilot.
3. Ask the faculty to teach the students how to use the selected apps before teaching with the
apps.
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4. Ask the faculty to teach at least three lessons that incorporate the apps to enhance teaching,
learning, or assessment.
5. Ask the faculty to administer student surveys evaluating the impact of the iPad on teaching
and learning in the course.
6. Ask the faculty to complete a similar survey for instructors.
7. Permit faculty who complete Phase II to keep the iPads as long as they remain Howard
University employees.
References
EDUCAUSE Learning Initiative. (2011). 7 Things you should know about iPad apps for
learning. Retrieved from: http://net.educause.edu/ir/library/pdf/ELI7069.pdf
Marmarelli, T. & Ringle, M. (2011). The Reed College iPad study summary of faculty
evaluation reports. Retrieved from:
http://www.reed.edu/cis/about/ipad_pilot/Faculty_iPad_Reports_April2011.pdf
Weider, B. (2011). iPads could hinder teaching, professors say. Chronicle of Higher Education.
Retrieved from: http://chronicle.com/article/iPads-for-College-Classrooms-/126681/
Wright, D. (2010). Orchestrating the instruments: Integrating ICT in the secondary mathematics
classroom through handheld technology networks. Technology, Pedagogy & Education,
19(2), 277-284. doi:10.1080/1475939X.2010.491239
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