iPads in the Classroom
Emerging Technologies Project
Kris McBride
ITEC7445 | Fall 2012
Students Engage with the iPad
iPads in Education
• What is an iPad?
– The iPad is a tablet computer designed and
developed by Apple. It is particularly marketed as a
platform for audio and visual media such as books,
periodicals, movies, music, and games, as well as
web content.
• General Purpose:
– Interactive learning tool
– Portability promotes anytime/anywhere learning
– Allows the learner to connect, communicate,
collaborate, and create using tools that are readily
available
(PSC6.1)
Vision for
Georgia Classrooms
• Implementation of the CCGPS requires support
on multiple fronts, including strengthening
teacher content knowledge, pedagogical skills,
and contextualized tasks for students that
effectively engage 21st Century learners.
• iPads (mobile learning devices) provide
personalized, anytime / anywhere learning that
promotes a 21st Century learning environment.
(PSC1.1)
Age & Grade Level
• iPad implementation can
occur throughout the P-12
population
• Equiable access:
– Bring Your Own Learning
Device
– Grants
– PTA partnerships
– Investment in school cart
and iPad sets
(PSC2.6)
Equipment / Software
•
•
•
•
•
iPad devices
Cart/Charging stations
Headsets with mics
Cases for protection
Funds for app
purchases
– Volume purchasing: 50%
discount on quantities
10+
• VGA cables for output
to projector
• Warranty plan
• Mac laptop w/iTunes
for synching (or use
iCloud)
• Email accounts
• Wireless networking
(PSC3.6)
Technical Support
• Check to see if district supports iPad
• BYOLD?
– No tech support is probably offered, student
responsibility
• School owned device?
– Apple Care Plan
– Follow district protocol
(PSC3.6)
Limitations
• Concerns:
– Signed agreements with the teachers, students, and their
parents that the still or video footage of the students will
only be used to help the students learn, and help the
teacher improve the creation of learning environments
(not to be published on youtube or social networking)
– Device log-in should be secured
– Consider electronic resources to be used. For example,
Flash does not work on iPads.
• Reassurance:
– Apple has a strict app submission policy. No X-rated
content allowed
(PSC3.6, 4.2)
Cost: iPad Comparison Chart
(10/31/12)
(PSC3.6)
Cost: iPad vs. Other Tablets
(10/31/12)
Cost Cont.
• Consider cost of device, Apple Care Plan, case,
headsets, apps for purchase, Mac laptop, cart,
charging station
• Professional development training
recommended
(PSC3.6)
Potential Funding Sources
• BYOLD: Student
responsible for device
and costs
• Grants: Teachers write
grants to obtain funding
• Community: Seek out
donations and PTA
contributions
(PSC1.3)
In the Classroom
• Content Standards:
– Content specific apps could be installed on the device
• *Student Technology Standards:
– When used effectively, the iPad allows opportunities
to address:
•
•
•
•
•
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Creativity & innovation skills
Communication & collaboration skills
Research & information fluency skills
Critical thinking, problem solving, and decision making skills
Digital citizenship skills
Technology operations and concepts skills
*Addressed in detail on following slides
(PSC2.1)
Geometry Class Example
• Let’s envision
ways an iPad can
be used in this
geometry class.
(PSC2.2)
Geometry Class Example
• Teacher Option A: Direct the students to use a
geometry sketch program, a geometry
vocabulary program, a self-paced geometry
lesson, or an online lecture to practice geometry
skills. Low LoTi Level, could restrict and funnel
student thinking.
• Teacher Option B: “Class, use your iPad to find
the best geometric form for a deep sea
submarine.” High LoTi Level, requires students
to think critically and problem solve.
(PSC2.2,2.4)
Geometry Class Example
• Students could use devices to:
– Research info about depth, pressures that exist,
determine math necessary to determine form
(PSC2.4)
– Collaborate with peers by walking across room and
sharing results on iPad (PSC2.3)
– Ask teacher questions via network (PSC2.2)
– Create simulations to predict results (PSC3.1)
– View lectures from experts at iTunes U (PSC2.3)
Geometry Class Example
• Students could use devices to:
– Share and save what they learned via
network(PSC2.3)
– Graph results, sketch possible example, create Prezi
about what they learned(PSC3.1)
– Adjust the settings on the app so that text would be
read out loud. (PSC2.5, 4.3)
– Post his version of the deep sea vessel on his blog
so that he can share his work and get feedback from
peers, parents, & community members. (PSC3.7)
Research
• Emerging technology so
research is still in early
stages
• Various learning
environments
• iPad Studies at Universities
– Pepperdine University
(2010)
• Three-term study to assess
the iPad's potential in the
education sector
Image from:
http://community.pepperdine.edu/it/tools/ip
ad/research/default.htm
(PSC3.6)
Pepperdine University Key Findings
Fall 2010 Term
• How helpful was the iPad for sharing information with
others in class?
– Nearly 75 percent of all students said that the iPad was very
helpful or slightly helpful for sharing information with others in
class
• What is the value of the iPad?
– the iPad can do everything. It is not just a clicker or an e-reader.
The iPad has the capacity to be a communication, productivity,
and gaming device all in one convenient, mobile platform.
• What is the iPad's purpose?
– Unlike other technologies that have been introduced to the
classroom environment, the iPad does not have a specific
purpose until the faculty member gives it purpose
Pepperdine University Key Findings
Spring 2011 Term
• Findings on Support
– What worked:
• Student peer pressure, faculty member modeled
• Note taking, email, PDF, ereaders, etc. Ease students into using the
device
• Choosing the right app for the teaching style for a specific learning
objective
– What didn’t work:
• Faculty encourage use of apps, apps can be used for homework
• Faculty member does not know how to use the apps they require
• Jumping right into complex app use or assignments when students
are not comfortable with the iPad
Pepperdine University Key Findings
Spring 2011 Term
• Findings on Compatibility
– What worked:
• Choosing the right app for the teaching style for a
specific learning objective
• Having/creating iPad-friendly course materials
– What didn’t work:
• Choosing apps without considering teaching style
• Using course materials that are not iPad-friendly (java,
Windows-base applications, video incompatibility)
Pepperdine University Key Findings
Spring 2011 Term
• Findings on Integration
– What worked:
• Integrating the apps into the course curriculum,
attaching them to specific learning outcomes, using
them purposefully
– What didn’t work:
• Apps are somewhat relevant, but students are not sure
why they are using them or what they should get out of
using them
Pepperdine University Key Findings
Focus Feedback from Students
"iPad was not used enough in our class.“
"It was our option to use it for note-taking, the professor never
used it with us.“
"Because there was no training on the apps I had to fend for
myself and was confused much of the time. The professor was
unable to help as they were just as confused. The iPad was
ineffective because no one knew how to use the apps.“
"You're more likely to help each other when it's portable and
you can see what each other is doing."
Pepperdine University Key Findings
Focus Feedback from Students
"iPad was effective for notes, journals, and
presentations. But ineffective for many class
assignments as they require java.“
"I think we were never properly taught to use the
iPad to improve our learning.“
"iPad was used ineffectively due to lack of services
including video, scripts, and java. It was not used for
class. Just entertainment and reading."
School Implementation Plan
School Environment
• Tony Vincent’s: Classroom Do’s & Don’ts
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Do sync all devices to one computer
Do name devices
Do set each device’s wallpaper with name or number
Do set iPads for auto sync of all content
Do make playlists
Do delete content
Do configure the Music app for easy access to playlists
& podcasts
– Do label or engrave devices
– Do set up email
School Implementation Plan
School Environment
• Tony Vincent’s: Classroom Do’s & Don’ts
– Do set up an iTunes acct for the classroom computer
– Do know you can authorize more than one account on a
computer
– Do get a charging cart, case or try if possible
– Do have procedures for passing out, turning in, and syncing
– Do secure iPads when not in use
– Do have headphones/earbuds for students
– Do create a web clip icon for your class or school website
– Do use a URL shortener
– Do have consequences for misuse
– Do create a usage contract
School Implementation Plan
School Environment
• Tony Vincent’s: Classroom Do’s & Don’ts
– Don’t give students the iTunes account password
– Don’t sync iPads with any other computer than the
original
– Don’t feel the need to sync devices everyday
– Don’t spend too much on the devices
– Don’t buy expensive accessories
– Don’t mistreat batteries
– Don’t use liquids to clean the screen
– Don’t put up with a glitchy iPad
– Don’t forget professional development (see next slide)
School Implementation Plan
Professional Learning
• PD extremely important
• Teacher buy-in
• Paradigm shift, role of teacher changes:
– No longer sole presenter of content
– Experts at inspiring good questions
– Masterful at channeling student interests in
productive ways
– Constantly assess student learning & provide critical
feedback
– Models using devices instructionally
(PSC5.2)
School Implementation Plan
Change Model
• Sweet Apple Elementary’s iPad University
Intiative (Fulton County)
– School received teacher & student iPads
– Teachers allowed to check out iPads for practice
– iTeach team collaborated with the teachers to
discuss lesson plans and to find apps for
integration
– iTeach team came into the classroom as main
facilitator to model best practices using the iPad
with the students and teachers
(PSC5.2)
Reflection
• I have recently begun to offer professional
development to teachers on how to use iPads in
the classroom. I have learned that:
– Teachers need access to devices so they can become
comfortable with them and discover apps that can be
used instructionally in the classroom.
– Teachers need professional development that offers
best practice ideas/modeling on using this new
technology.
– Teachers need opportunities to collaborate with peers
& Professional Learning Communities for support.
(PSC6.2)
Reflection
• I have also learned that:
– iPads are not the same as PCs and laptops. Stop
trying to do the same things with them!
– Managing the iPad environment is NOT easy. This
is a device that is not designed to be shared with
others.
– Sharing & exporting files can be problematic if you
do not have a strategy in place.
Reflection
• Even with all of the frustrations that can come
along with becoming familiar with new
technology, the results have been worth it!
• I have seen students become excited about
learning. When devices are used effectively,
students are able to create authentic,
meaningful work.
• Mobile devices truly offer anytime/anywhere
learning.
Reflection
• I have also learned that
the world of mobile
devices is changing
rapidly. Who knows
what the market will
offer tomorrow?
• The possibilities are
exciting!
Resources
iPad Research Team, Pepperdine University. iPad Research Study.
Retrieved from http://community.pepperdine.edu/it/tools/ipad/research/results.htm
T Vincent. (2010, Feb. 11) Classroom iPod touches & iPads: Dos
and Don'ts (Blog) Retrieved from http://learninginhand.com/do
B Johnson. (2012, July 9) How the iPad Can Transform Classroom
Learning (Blog) Retrieved from http://www.edutopia.org/blog/ipadstransform-classroom-ben-johnson