Presentation on theme: "iPad Implementation Package"— Presentation transcript:
1 iPad Implementation Package Steps to SuccessiPad Implementation Package
2 AcknowledgementThis package has been adapted by Student Services Northern Territory Department of Education and Training and we would like to acknowledge the work of the State Government of Victoria - Department of Education and Early Childhood Development - iPads for Learning. The original documentation can be located at
3 How to use this packageThis package has been created to assist schools in implementing an iPad program in their context. It is aimed specifically at students with special needs and is best implemented at Special Schools or Special Centres. However it could be adapted to include other schools. To navigate your way around the package use the hyperlinks and the buttons on the bottom of the page. As there are external links within this package, you will need to ensure you have access to Adobe Reader, Microsoft Word & the Internet. Links will open in a web browser window, if you can not see it initially, press the esc key, minimise the power point and click on the web browser in the task bar.Navigate to Title PageNavigate to Contents Page
4 Why iPads?There is an increasing amount of research to support the use of digital technology in Special Education. The use of digital technologies provides opportunities for learners to make connections, foster collaboration, encourage communication and provide a dynamic repository (Futurelab, 2009). The use of iPads has been trialled in various locations across Australia, most significantly in Victoria at Warringa Park School. This trial showed that iPads had an impact on the improvement of student learning and student achievement in literacy and numeracy. It also showed that teachers in special schools were ‘relatively more optimistic about the extent to which using iPads would enhance student motivation and engagement’ (Use of iPads in Specialist Schools, April 2011). In order to ensure that the iPads are used to ‘reach and teach’ all students, the Universal Design for Learning (UDL) approach should be taken to ensure that the instructional needs of all learners are met. This approach is based on brain and media research and looks at selecting appropriate learning goals, choosing and developing effective methods and materials and developing accurate and fair ways to assess students’ progress, whilst ensuring that each student is addressed as an individual with unique needs, interests and abilities. More information can be found at .
5 Planning Preparing Implementing Evaluating Based on the four phases used in the Victorian trial, the following phases will be used to structure the program:PlanningPreparingImplementingEvaluatingLike in the Victorian trial, these phases are interrelated and are not necessary implemented in this strict order. The guidelines given throughout this document can be used when implementing iPads in a special school setting.
6 Steps to Success Current Research Vision Engage Stakeholders PlanningCurrent ResearchVisionEngage StakeholdersReadiness AssessmentProgram PlanPreferred Purchasing MethodPreparingInitial SurveyLearning places and spacesSupport documentationInitial Device SetupImplementingDistribute devicesProfessional LearningParent & Community SessionsEvaluatingReviewReporting
8 Current ResearchIt is important to ensure that all the work we do is supported by current research and best practice strategies. To ensure that you are able to correctly identify the reasons why you are using iPads in your school and how to best support the pedagogical change required to make them a success; a list of recommended readings has been provided. Recommended Readings
9 VisionA shared vision allows for the program to be aligned to the schools strategic plan. It will provide purpose and direction for the program so that all stakeholders can work together on common goals. The vision needs to be shared with all the stakeholders including teachers, students, administrators, parents/carers and the wider community.Some questions to consider:How will the devices change teaching and learning in your school?How can you establish a shared vision of learning using the iPad?What are the key targets and outcomes of your iPad program?Who will coordinate the program?How does the iPad implementation fit into your strategic plan?Will the devices be used in only one classroom or will they float? How do you determine who is eligible to use the devices?What is your timeline for implementation?
10 Engage StakeholdersIt is imperative that stakeholders become involved early as they can either ‘facilitate or hinder the implementation process’ (Bonifaz & Zucker, 2004). Consider holding an information night or providing the parent/carer group with some research or facts around the use of iPads in special education.
11 Readiness AssessmentIt is important to ensure that you are aware of your existing provisions around ICT, personnel and facilities so that you are able to best determine what is required to implement this program successfully. A checklist has been provided to ensure that all three of these areas are considered.
12 Program PlanIn order to document the vision, expected outcomes, timeline and other important information, it is necessary to create a Program Plan.Here is the Project Brief that was created for the Acacia Hill iPad Project and it can be used as a guide.Another key component that will need to be discussed in detail within the Program Plan is the budget. Ensure that you have considered additional costs such as:iPad accessories, e.g. stylus, cases, screen protectorsApple Care Protection PlansRepair/replacement of damaged equipmentProfessional Learning costs, initial and ongoingCarts/storageApplications
13 Preferred Purchasing Method Once you have formulated a Program Plan, you can then purchase your new devices. Please ensure you check who the preferred supplier is for Apple devices in the NT Government. Will you be purchasing them for each teacher? Each student? Will you have a rent to own scheme for students? It is best that you buy in bulk to receive discounts and to help with the setup and distribution of devices, have the Apple Care Protection Plans pre-installed on the devices prior to delivery.
14 Preparing Initial Survey Professional Learning Learning places and spacesSupport documentationInitial Device Setup
15 Initial SurveyIn order to gain some baseline information about the level of skills the program participants have, their intended use for the iPads and any specific applications they would like to learn, a survey should be given.The survey covers the participants:Demographics;Background knowledge of iPads, Quality Teaching Practices and Universal Design for Learning; andFunctions and applications they wish to learn.
16 Professional Learning It is essential that all Professional Learning is centered around improved student outcomes for students and around achieving the program outcomes as stated in the Program Plan. Initial training on how to use the devices is best conducted as a whole staff rather than individually to ensure that each staff member is on the same page. An initial training guide can be found here. Professional Learning around Universal Design for Learning should also be included and online modules can be found on the Workshops around accessibility options and specific applications should be delivered also. Luis Perez has created a document to assist with this.
17 Learning Places and Spaces In order for the participants to connect with each other, share applications, discuss successes and challenges, a Facebook has been created for educators, parents and therapists of students with special needs in the Northern Territory. All participants of this group need to adhere by the charter for the page and teachers are bound by the Code of Conduct. It is also recommended that all teachers create a ‘Work’ Facebook account that is separate to their private Facebook account. This can be done by using their work address. It is beneficial to have an on site space and a regular time that participants can meet for workshops and general sharing. A regular online workshop across the territory will also be established so that information and success can be shared.
18 Support Documentation iPadAll participants should be shown how to access the iPad user guide through iTunes. It is also recommended that a copy be printed and bound and placed in a common access area.The initial training guide is the first document that can be used to support participants.Further documentation, e.g. how to set up s for NTSchools and Dropbox can be found on the Facebook page.An NT Special Education Application Review document has been compiled through the Acacia Hill iPad Trial and it provides a review of some Special Education specific applications that may be useful. If you would like to add a review to this document, the template can be found on the Facebook group website. There are many other application review documents that exist. Some of which can be found on the recommend readings list.Universal Design for LearningThe Universally Designed Classroom: Accessible Curriculum and Digital Technologies Edited by David H. Rose, Anne Meyer, and Chuck Hitchcock (Harvard Education Press, 2005) Teaching Every Student in the Digital Age: Universal Design for Learning David H. Rose and Anne Meyer (ASCD, 2002)
19 Initial Device SetupBefore distributing the devices, ensure that the following steps are taken:Ensure that Apple Care Protection Plan is activatedPlace screen protector onPlace protective case onEnsure basic applications are installedSet up iTunes accounts for each staff memberWill teachers use private iTunes accounts?Will you set up generic school accounts? If so, the best way to do this is to create a Gmail account, e.g. and use this as your iTunes address/usernameLabel/engrave each iPad and register in CATS (Computer Assisted Tracking System)
20 Implementing Initial Device Setup Distribute Devices Professional LearningParent & Community Sessions
21 Distribute DevicesWhen you have completed the initial set up, you are ready to distribute the devices. The best way to do this is by holding an initial training workshop. Ensure that each iPad is fully charged and distribute appropriately at the beginning of training. If you are using Acceptable Use Agreements, ensure these are signed at distribution.
22 Professional Learning It is essential that all Professional Learning is centered around improved student outcomes for students and around achieving the program outcomes as stated in the Program Plan. Initial training on how to use the devices is best conducted as a whole staff rather than individually to ensure that each staff member is on the same page. An initial training guide can be found here. Professional Learning around Universal Design for Learning should also be included and online modules can be found on the Workshops around accessibility options and specific applications should be delivered also. Luis Perez has created a document to assist with this. A session evaluation survey has also been developed for your use.
23 Parent and Community Sessions Conducting parent and community sessions will not only highlight the great work that you are doing at your school but it will also enable the wider community to learn more about the devices.When thinking about these sessions, consider the following:When will you hold the session/s, e.g. during school, after schoolWill you provide refreshments?What is the best way to promote the session/s? Newsletter, disability organisations, home-school communication books
25 ReviewReviews should be conducted at regular intervals during the program, as suggested in the Program Plan. Along with the workshop session evaluations a Final Survey has also been developed and can be used to gauge the effectiveness of the program. This could be used every six or twelve months to demonstrate improvement in teaching and learning outcomes. It is recommended that upon a formal review, the Program Plan be updated to reflect the next phase of the program.
26 ReportingAlong with regular reviews, regular reporting is essential to the success of the program. Reports should be scheduled within the Program Plan and should include all stakeholders. Reporting can be informal and formal. Informal suggestions could include newsletter updates and video updates shown throughout the school. Formal reports could include reports to the Principal or Parents and Citizens Association. The report from the Acacia Hill iPad Trial can be found here