1. Jennifer Hall Emerging Technology ITEC 7445 Dr. Goetzel July 9, 2015
I can with iPads!
Jennifer Hall
Emerging Technology
ITEC 7445
Dr. Goetzel
July 9, 2015

2. Describe the Technology and purpose
IPads:
Tablet computer produced by Apple
All in one tablet where students can use research, design, develop, produce, record, interact, and recreate.
Purpose:
Its purpose in the classroom is provide a tool for students to meet content standards by exploring through ideas, connecting to a broader audience, and creating multimedia projects through student-centered learning using higher-order thinking skills

3. New Technology supports the technology vision
Our school’s vision:
“Colonel Johnston Elementary (CJE) is committed to providing all students with authentic opportunities to use technology to further education through student-centered and inquiry-based learning experiences.”
IPads will support our technology vision by:
Using Student-centered technology
Authentic experiences through internet activities
Word Processing to show learning
Differentiated opportunities meeting content standards
All students will have access to using this technology

4. Age, Access, and Equitable Distribution
Age and Access
Students kindergarten through 2nd grade will have access to IPads
Larger size will be easier for smaller students
5 IPads in the Library will be available for Parent use in the school
All teacher will receive a teacher IPad in addition to the five for classroom use.
Equitable Distribution
All classes will begin with 5 IPads
This will include:
General Education Classrooms
Special Education Classrooms
ELL classroom
Title I classroom
Special Areas to include Physical Education, Music, Art, Library and Technology

5. Equipment and Software Needed
Full Size IPads
Clam cases with Full keyboards
Stylus
Headphones
Software:
ITunes account for school to purchase apps for the IPads.
Equal app purchases for each classroom

6. Technical Support Available
Technical Support at the School
Instructional Technologist is available for IPad assistance.
Part Time Technology Specialist available for servicing and supporting iPad use
Teachers have their own iPads to practice using to better support their students.
Technical Support for the District
One District Technology director is available for iPad support, questions, and further accountability
One District Technology Specialist visits this school once a week for technology support

7. Limitations of the Emerging Technology (safe, healthy, legal and ethical issues that might arise with its use in a school environment.
Internet Safety and Permission is crucial for students.
Teachers must find the Balance of Technology in the classroom.
Technology does not replace instruction. Instead technology enhances instruction.
IPads are assigned, accounted, and stored in classroom for students use.
Teachers must monitor students use of IPads to maintain a balance between consuming and producing.

8. Cost including technology and support
Cost of Technology:
Full Size IPads: 6 per classroom= 2700 X 27 classrooms= $72,900
Clam Shells with full keyboards: 6 per classroom= $900 X 27 classrooms= $24,300
Stylus: 6 per classroom= $60 X 27 classrooms= $1620
Headphones: 5 per classroom= $150 X 27 classrooms= $4050
ITunes Credits: $20 X 27 = $540
Total Cost of Technology: $103,410
Cost of Support:
Instructional Technologist: 10 hours a week
Part Time Technology Specialist: 3 hours a week
Maintenance Cost: $20,000 for replacements and maintenance

9. Potential Funding Sources
District Technology Grant-already awarded but not distributed
Potential State Technology Grants
Parent Support Organization for ITunes credits

10. How it can be used to meet content standards
Teachers can use the iPads to meet content standards by:
Virtual Field Trips
Project designs using multimedia tools
Differentiated instruction using tutorials, enrichment activities, or to search for answers.
Online reading, video making, recorded readings, pictures, cameras
Games, game simulations, web designing, 3-D models, information videos

11. IPads meet specific learning goals such as: Scientific inquiry- Students can use their iPads to research scientific ideas, watch experiments that can’t be done in their classroom, and process new information to make new scientific hypothesizes Authentic learning- Students can use multimedia tools, internet, and apps to learn skills as they relate to jobs providing authentic learning opportunities. Project-based learning-Students can use the iPads to develop skills and show skills acquired in project-based learning including videos, presentation, Stop Motion videos, game simulation, spreadsheets, etc.

12. More Specific Learning Goals:
Collaborative learning- Students can work collaboratively with each other using iPads, with the teacher to ask questions or give information, and with outside sources to gain more knowledge. Higher-order thinking skills-Students are able to compare different objects through use of digital graphic organizers, evaluate research on topics, compose videos about their learning, and support their learning through graphics and explanations. Research-based learner-centered strategies- Students can explore on their own through webquest, portals with activities related to topics, and student centered research. Writing-iPads will encourage writing by the use of typing, images, sharing of writings, animations attached to writings, and by sharing others’ writings.

13. Used to Differentiate Instruction
Students can use iPads to meet their specific needs.
Tutorials, Webquest, Presentations, etc. can be geared to each students’ needs.
Students can work at their level to find information relevant to their learning.
All students can work with iPads due to equal distribution.
Teachers can use iPads for student responses at all levels.
Students can communicate with the teacher if help is needed or questions are involved.
Teachers can monitor iPad use to ensure that students are working at their level.
Students can use words, pictures, drawings, graphs, etc. to express their learning.

14. IPads promote communication with students, parents, peers, and the larger community
Locally-
Students can collaboratively communicate by working together on projects.
Teachers and students can communicate with parents by showing them what the students are working on with the iPads.
Teacher Peers can communicate through , lesson designs, student projects, and blogs.
The larger community can see what students are doing on iPads through the use of class websites and blogs.
Globally-
Military children and teachers can communicate and share projects with deployed parents.
Students can communicate with outside experts on specific subject matters.
Students can share work with a broader audience making projects global.

15. Research Available on its effectiveness
“A new study shows that students who use iPads in the classroom score better in literacy tests than those who don’t” (Subramanian, 2012).
“A statistically significant proportion of students felt the iPad made class more interesting, encouraged exploration of additional topics, provided functions and tools not possible with a textbook and helped them more effectively manage their time” (Chapla, 2011).
“Students saw learning gains after as little as 20 minutes of study on the iPad, the research found, and if supported with guidance from an instructor their improvement may have been even more pronounced” (Handwerk, 2013).

16. More Research Available about iPads in the Classroom:
“Teachers have identified significant benefits for their workload and have also identified cost savings. Students are more motivated when using iPads. The quality and standard of pupil work and progress is rising” (Glenn, 2012).
77% of faculty respondents felt that student achievement appeared to have risen since the introduction of the iPad
73% of students and 67% of staff felt that the iPad helped students improve the quality of their work (Walsh, 2012).

17. Plan for implementing it and professional development and change model
Technology Specialist and School Instructional Technologist will set barcodes and assign iPads and supporting materials to each classroom.
Teachers will have 2 days of Professional Development. Day One will instruct teachers on how to use the iPads. Day Two will instruct teachers how to incorporate the iPads for student- centered learning in the classroom.
Teachers will teach students how to use the iPads through direct instruction, exploration, tutorials, and collaborative groups.
Technology Specialist and School Instructional Technologist will be on hand for extra support for the classrooms.
Grade levels will meet to determine which apps should be purchased to support the iPads in the classroom.

18. Reflection
Through this project, I learned how much planning should go into deciding which technologies are best for a school. I also learned how expensive technology can be when ensuring equal distribution.
I also discovered how much research is available that shows the impact of iPads in the classroom. I realize how important this will be in my presentation.
I began this presentation because teachers are eager to get iPads in their classrooms. I now feel assured that students will benefit from their use just as much.
I am eager to see if this would be too large of a sum when looking at buying new technology. Thankfully, our district just got a large technology grant. I believe this technology will have a huge impact on my school.

19. References /
Chapla, S. (2011). Study Results: Students Benefit from Ipads in the Classroom. Retrieved July 9, 2015 from
Glenn, W. (2012). Study Finds Better Learning with Ipads. Retrieved July 9, 2015 from
Handwerk, B. (2013). Ipads Improve Classroom Learning, Study Finds. Retrieved July 9, 2015 from
Subramanian, C. (2012). New Study Finds iPads in the Classroom Boost Test Scores. Retrieved July 9, from
Walsh, K. (2012). Study Find Benefits of Ipads as an Educational Tool. Retrieved July 9, 2015 from