1. Professional Development Tech Research Hillel Broder SAR HS 2014-2015
iPads in the English Classroom: A Blogged Record of an Ed Tech Experiment
Professional Development
Tech Research
Hillel Broder
SAR HS

2. research questions
Given my current curriculum, how can I best create a forum for and record of iPad classroom experimentation?
What are the best practices for tablet integration in the English/Language Arts classroom?

3. some answers Forum: Best practices:
Primarily, a blog (saripadenglish.blogspot.com)
Secondarily, Twitter the app store, other teachers/schools, and my students
Best practices:
Research models and practices
Paradigms for integration

4. today’s presentation
Models for digital technology integration (popular)
Personal experience (blog)
Case studies (research)

5. SAMR and TPACK Models

6. e.g. Blended Learning at P.K. Yonge
1. Screencasts: Teacher lessons and student production/teaching
2. Various uses of hardware and apps
3. The teacher is on-line and guiding in the classroom
4. Translatable to multiple disciplines
Take-Away: Blended Classroom serves multiple purposes: Differentiation, Flipped Classroom, Supplemental Activities

7. iPads in the Classroom: From Consumption and Curation to Creation (Daccord and Reich, 2014)
5 Principles of integration
1. Technology must be in the service of learning. Without a clear vision for learning, technology is the engine of a ship without a compass.
2. Tablets are not computers. There are some things they do much better. There are some things that they do much worse. Focus on exploiting what they do best.
3. iPads are mobile, flexible media production devices, not repositories of apps. Teachers need a vision of powerful student-owned learning, and a few basic apps for media production and sharing.
4. The iPad has a design bias towards consumption; great teaching has a design bias towards student production. To make the iPad support powerful learning, educators move from consuming content to curation and creation.
5. Technology initiative will only work with broad support from community stakeholders: parents, teachers, students, and the community.

8. “The Rule of 6”: How to Teach with an iPad (Norwood 2012)
Gather
Research, collect, and brainstorm
Organize
Rewrite and organize in a particular format
Transform
Fundamentally transforms materials into a “knowledge artifact”
Format
Reflects on presentation for dissemination and communication; formats material for sharing
Transmit
Shares
Collaborate
All areas of the lesson can feature collaboration; alternatively, collaboration can review and react to others’ products

9. Blog Post #1
August 17, 2014
“In anticipation of my first 1:1 ipad year in the high school English classroom (and pre-ipad pickup), I've started assembling useful apps that may be helpful for my 9th grade English classes. I'll track their implementation and record their use in the classroom in the coming weeks. I hope that this blog will be as much a means to reach out to fellow teachers going through the same process as it will be a personal diary of my challenges and successes in implementing a 1:1 program in the HS English classroom.”

10. blog post #2 and #3
Compared/Contrasted benefits of presentation software and formative assessments
Nearpod vs. Smartboard, Haiku
Socrative vs. Google Forms, Haiku
Google Classroom vs. Haiku

11. other topics How do you annotate student writing on the iPad?
Portfolio writing on the iPad

12. final posts April, 29, 2015 Poetry Portfolios
Google Slides
Haiku discussion boards with camera integration
Book reviews (Formation—Collaboration)
Shakespeare study
Consumption: Shakespeare in Bits
Gathering/Formation/Transformation:
Essay using “Folger Digital Texts” word search
Discussion Board “seminar” on word search/theme/thesis
Vocabulary instruction
Membean

13. assessment: student survey
Questions and Results

14. research: best practices
“An Examination of How a Teacher’s Use of Digital Tools Empowers and Constrains Language Arts Instruction” Computers in the Schools, 31: , 2014
Purpose: Case study to explore a language art teacher’s integration of computers and iPads

15. “Technological pedagogical content knowledge: a framework for teacher knowledge” The Teacher College Record, 108(6),
Importance of looking at intersection of content, pedagogy, and technology, as “technologies often come with their own imperatives that constrain the content that has to be covered and the nature of possible representations.” (p. 1025)

16. Lankshear and Knobel, 2007
Mindset 1: “enclosed and specific purposes” for production tools of technology; “textual space as being much the same as with printed text…the expertise and authority [of the text are] located in individuals and institutions rather than shared.”
Mindset 2: “Digital tools are enabling devices…rather than tools, and as spaces that are open and fluid rather than enclosed and purpose-specific.”

17. Constraints
Constraining factors: (a) inadequate technical knowledge; (b) expectations of students’ comfort with technology; (c) inappropriate expectations for assignments; and (d) limited conceptions of the purpose of technology

18. Empower the Teacher
(a) enhanced classroom environment; (b) simplicity and sophistication; (c) combining tools; (d) digital tools support multimodal communication

19. Discussion and implications
Identify and adhere to a clear instructional goal when integrating digital technology’
Identify an appropriate instructional approach for the instructional goal
Select an appropriate digital or non-digital tool to support instruction
Foresee how the selected tool can contribute to the instructional goal
Take advantage of the affordances of the tool
Identify the constraints of the tool to determine if they can be overcome
Understand how the instruction will need to be delivered or altered due to the tool
Reflect on the resulting instruction and make changes as needed

20. Comparative Analysis

22. Other case studies
Nancy Frey, et al. “iPad Deployment in a Diverse Urban High School: A Formative Experiment” Reading and Writing Quarterly 31:2,
Modification 1: Purchasing Online Content
Modification 2: Purchasing a LMS
Modification 3: Integrating Collaborative Learning Tasks

23. “Free for All: A Case Study Examining Implementation Factors of One-to-One Device Programs” Computers in the Schools, 30: , 2013
Saturation—Top-Down
Adopter-Diffusion—Bottom-Up

24. Thank you!