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 21 st 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) 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will only be used to help the students learn, and help the teacher improve the creation of learning environments (not to be published on youtube or social networking) – Device log-in should be secured – Consider electronic resources to be used.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: 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 Various learning environments iPad Studies at Universities – Pepperdine University (2010) Pepperdine University (2010) Three-term study to assess the iPad's potential in the education sector Image from: 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, , 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 – 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

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 T Vincent. (2010, Feb. 11) Classroom iPod touches & iPads: Dos and Don'ts (Blog) Retrieved from B Johnson. (2012, July 9) How the iPad Can Transform Classroom Learning (Blog) Retrieved from transform-classroom-ben-johnson transform-classroom-ben-johnson