SS13 – CEP 820 – Teaching Students Online

iPads for Learning

This course was designed to provide users with a range of opportunities to increase their knowledge and skills when using iPads as part of their teachers tool kit. The course examines a range of applications and examines ways in which these applications can be used in the classroom to enhance and transform teaching and learning. This reflection will focus on the critical design decisions I made and the critical pedagogical decisions which formed the creation of this online course.

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Leadership – Never Stop trying to become qualified for the Job.

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Have been busy compiling a list of applications for our 1:1 initiative. This is the list I have compiled to get us started.

The School has made a considerable investment into these devices and recognises how the iPads will go some way to creating technology rich, individualised learning environments. The School would like parents to set up an apple ID for their children and use this to purchase applications. The benefits of doing this include:

• Students own the Apps and can take them with them.
• All apps purchased can be added to student owned, parent owned devices.
• Students can develop Digital Literacy Skills by becoming responsible for backing up work (iCloud and iTunes)
• Students can personalise the device as a learning tool (within the guide as set out in the AUP)

The applications for the Y6 1:1 Initiative have been selected as they offer numerous opportunities to enhance the learning experience of our students across multiple subjects. These applications will allow students to collaborate, communicate, create, analyse, inquire, research, present, explain, inform, persuade, assess, connect, organise and edit.

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What are the effects on teaching and learning of introducing a 1:1 iPad initiative to Y6?

Methods/Intervention

The best approach to examine the effects the iPad has on teaching and learning shall be to use a mixed-method research design. Following an explanatory design, I will collect quantitative and qualitative data to provide a general overview and use the results to explain certain findings via secondary qualitative methods.

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“iPad is showing up in peoples’ lives all around the world. Now, when we set out to create the iPad, we set out to create not just a new product, but a new category.” – Tim Cook

Over recent years the iPad has becoming a major force in a new era of computing. Since its March release, the latest generation of the device has sold more than 17 million units. The iPad is now found in every walk of life and used by a diverse cross section of society – 87% of users use the device every day.

And so, it is only natural that we have seen the iPad become a dominant technology in the world of education. Apple recently announced it sold twice as many iPads as Macs for use in educational environments. 1 million iPads were sold for educational purposes, and interest in the iPad2 in k-12  continues to be strong. Educators have adapted well to this new technology and made creative  use of the nearly 225,000 apps available. Further tools have been added via iTunes U which has seen 14 million downloads, 700,000 new schools, and 750 new courses added. With a new operating system and perhaps smaller size on the horizon, there is every suggestion that the iPad will continue to dominate the educational arena for a long time to come.

Introduction

Topic

Due to the popularity of the iPad and its emergence as the dominant technology in the world of education and the number of Schools around the world embracing the technology and introducing iPads into their classrooms, either in small groups or by adopting 1:1 programs, there has been a growing interest as to how these devices can enhance the learning experiences in our classrooms. The question which has emerged for many educators, seeks to establish, ‘What are the effects of the iPad on teaching and learning?’.

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Annotated Bibliography

Bennett, K. R. (2011). Less than a class set. Learning and Leading with Technology, 39, 22-25.

The iPad holds amazing potential for classroom use. Just a few–or even only one–is enough to get results. Having a class set promotes traditional, whole-class instruction, but fewer iPads facilitate individualized and tailored instruction. In this article, the author discusses the potential of the iPad and suggests ways to put the iPad to use in a classroom. This article is intended for administrators and teachers wishing to examine the potential the ipad may have on teaching and learning. This work will provide valuable research on effect of iPads on Teaching and Learning.

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What are the effects on teaching and learning of introducing a 1:1 iPad initiative to Y6?

Over the last few years, the iPad has emerged as the dominant technology in the world of education. The  device has occupied and created, a new space between the laptop and the smart phone (and iPod Touch). This new evolution has seen over 20,000 apps developed for education. With so many educational apps available, students can carry an entire library of reference materials, interactive lessons and even games that aid learning. Apps are transforming the way teachers teach and students learn, and there are apps for every subject and every stage of learning. Schools around the world are keen to embrace this technology and are introducing iPads into their classrooms either in small groups or by adopting 1:1 programs.

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This Wicked Problem Project required me to to define and to partially implement a project that applies technology to address an actual educational need in my setting. This presentation will examine the educational need I identified and the solution I chose, how I applied TPCK to the problem, an analysis of the implementation of the project and my findings and proposals for future use of the technology.

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I am a huge fan of personal development. Lifelong learning has numerous benefits for many areas of our lives. However in times of rapid growth, particularly in the field of Technology and Education, I feel that my Professional Learning Plan should be realistic, achieveable and have meaning. In order to personalise this plan in the manner I feel most appropriate to my development, I have broken it into three sections, why, how and what. 

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