Many educators have asked Is the iPad the correct tool to aid learning in education?

? Having read several articles and well as witnessing first hand the implementation of iPad programs in several K12 educational establishments. I still dont have a definitive answer, but I suppose it depends on the goals of your educational establishment and the age group of learners and what they need to achieve by using the iPad. Therefore my own personal answers are Yes and No.. No If you are going to implement an iPad program then the pedagogical style of education in the classroom must change. There is no point in simply giving out iPads to every student and expecting everyone to use it as a tool for learning. I have seen this in action, where a private school gives each child an iPad as part of its admissions; the cost is included in the school fees. What great marketing, but no help with the actual learning of the child. The teachers had not been trained to use the iPad; the school infrastructure had not been designed to cope with 200 students using the iPad all at the same time. Parents were asked to purchase and download the apps at home, so loss of control from the schools point of view, with parents who were not really trained correctly with technology use at home. No thought about the older students who need to type 5000 word projects on an iPad keyboard. No training given to teachers or students about Internet safety, correct usage in the classroom and digital citizenship. No thought about storage of personal data or even transfer of data, no thought over the applications available on the iPad and whether they are suitable in the classroom. Yes If you have planned your implementation correctly, considered all the points mentioned above, then your iPad program is likely to be much more successful: Supportive, designed, and managed wireless infrastructure Teacher continuous training and support Introduction of classroom IT Integrators/Innovators Parental workshops to support home use of technology and understanding the use of technology in the classroom Control, centralized and managed downloading of Apps by the school IT pedagogy, how to use iPads to aid learning in the classroom (and at home) A supportive and fully trained IT technical team Data storage and data transfer The correct Apps which will aid learning The use of a LMS or VLE The health and safety issues (how to look after and care for your iPad) Is the iPad suited for all ages? This depends on what the iPad is going to be used for in education? I still believe at the moment it is more valuable

as a learning tool for use in the Elementary/Primary school sector and that a laptop (MacBook or Notebook) would be more suitable to Middle/High school/ Secondary school, possibly if the budget allowed, an iPad would be useful as a supplementary learning tool. (I can see the benefits, the ease of carrying an iPad or any mobile device, the ease to make quick notes in a lecture theatre or classroom, the use of Science based Apps in 3D etc., the long battery life and the long list of other benefits mentioned in previous blog entries here). The processing power, storage capabilities, number of applications, software and of course a keyboard, simply make laptops currently a far more effective learning tool than the iPad. I have seen the separate keyboard that can be used with iPads as well as the overlay for the keyboard, this maybe a way forward for the future.

Dont get me wrong; I feel the iPad is a fantastic educational tool, when used in a school environment that has been

planned and where everyone fully supports the program. But if a school just gives an iPad to everyone and thinks the magic of learning will automatically take place, I feel that they may be proved sadly wrong. Please comment and let me know your ideas and thoughts. Things that you have witnessed working well with 1:1

iPad implementation. I have found this article by Mitchell A. Salerno, Michael Vonhof insightful for US state based implementation of the Written by Steven David Pearce 20/12/2011 Why use iPads in Education? To be successful when using technology in education, it is important to focus on engagement, creativity, inquiry-

iPad in K12 education.

based learning and differentiated instruction rather than on the technological tools used to amplify the learning which takes place in the classroom. I believe that iPads and other digital learning devices are a critical part of the learning process. The point of using an iPad in the classroom shouldnt be simply to use the digital device, but to provide a tool to aid learning, as this will empower learners to engage in the transformation of learning experiences, which would not be possible without iPad technology. I believe that as educators we need to teach our children to be creative problem solvers; we want them to be leaders who can analyze a variety of sources for bias while synthesizing information to create a thorough understanding of a problem so that they can engage in dialogues to affect solutions. To do this we need to educate them and provide them with the right technology to achieve these outcomes. This is why I believe that the iPad, in addition to other mobile devices and Apple learning platforms, is the right tool. 7 Key Reasons for using the iPad in Education: Learning Styles: The iPad is a streamlined, visually attractive tablet that is used primarily as a platform for audio-visual media

including books, periodicals, movies, music, games, and web content. The auditory, kinesthetic and visual aspects of the tablet appeal to a variety of different learners and learning styles. The iPad enables personalized learning by giving learners the responsibility and ownership to choose how they learn, when they learn and where they learn; as well as developing their organizational skills. Creativity: The vast number of Apps allows all types of learners from different age groups to be creative by expanding the

learning experience both inside and outside the classroom, from interactive lessons to study aids to productivity tools. The use of iMovie and GarageBand provide opportunities for all learners to show their creative nature and skills. Technical: The iPad requires minimal maintenance (as with most Apple products) and installation of software as well as

booting up much more quickly than other mobile devices. Because of its solid-state hard drive, there is minimal time wasting in connecting to the network and logging in. The iPad has its own operating system and software, which is optimized to ensure ease of use and fast access to its software and Apps. Accessibility: Learners have accessibility to the world 24/7 (subject to internet access). Students dont need to carry a huge

number of textbooks, dictionaries, thesauruses, atlases etc. The iPad has accessibility built in, it comes with a screen reader, support for playback of closed-captioned content and a universal zoom feature which provides magnification of the entire screen of any application. It also supports a wireless Braille display and international Braille tables.

Battery Life: The battery life is relatively long, on average I would say at least 7 hours. The iPad 2 can stay charged for the entire

school day, although learners need to take responsibility for charging the device Any Age and Anyone: The iPad can be used by anyone, at any age from pre-school through to adult life. I have found it especially useful for

learners who have learning difficulties. The ipad is easy to use and can improve the progress of learning for everyone, regardless of ability, and this makes it a powerful tool. Motivation: I have read many discussions about the Hawthorne Effect with the iPad and being a new technological tool for

learning in the classroom, this maybe true. However, anyone who has been in a class of K12 learners who are all using an iPad will see that the response from the learners is one of engagement, wonderment, learning and of progress. It is fair to say this may be short lived, though I believe it will be long lasting and of course Apple will bring out another adapted tablet or a new product in a year or two which again revolutionizes mobile technology as a tool to aid learning in the classroom and beyond. There are many other factors to consider, which are not mentioned here the one of cost and budgetary

requirements comes to mind. Also, as previously stated, the adoption of technology will only be successful if the associated pedagogy relates to the correct use of mobile devices in the classroom and associated learning philosophy. As my school is a 1:1 Apple school, it makes sense for us to continue to adopt Apple technology. I am sure there are other android-based tablets that will also aid learning in education but as yet I have not seen any evidence. Traditional Education Learners are taught and believe that 21st Century Education Learners who are committed and Learners believe in their ability to improve and learn. To investigate Learners seek out demanding and stimulating tasks that reflect their own approach to learning. Learners are motivated and achieve personal satisfaction from their own defined success criteria. Learning, Performance and Teachers also need to consider how Improvement 2010 Chris Watkins learning has changed and how they can meet the needs of the learner. I believe that teacher appraisal for 1:1 Laptop Schools should take into consideration all of the areas as shown in the table below for a 21st Century Educational System:

their ability will lead to success. The exert continual effort to improve will more able believe they are more likely be successful. to succeed in life. Learners are ranked and concerned how they are seen in others eyes. the ladder. Learners enjoy rivalry and seek satisfaction from doing better than others. Learner seek acknowledgment from society and thrive on all types of competition.

Learners want to be seen at the top of problems to find answers.

Learners give up when tasks become Learners thrive on finding answers too difficult or go straight to someone for themselves; they investigate and else to find the answer. have the skills to look for answers through inquiry. Learners want to prove that they are Learners want to improve their own competent competence

Traditional Educational System (Past) Learning information: Content driven lessons, based on learning content only without the necessary skills to learn how to use the content.

21st Century Educational System (Present) Learning to Learn: Greater emphasis on the learning of skills over the learning of content. The content relevant to a students interests is constantly changing and growing so students will have to continue learning new things throughout their life.

Learning data: Data driven lessons based on exam criteria, with a repeat and drill structure.

Learning to discover data: Students must play a greater role in discovering their own content so the measurement of success will be related to how they find, use, and develop accurate, relevant content.

Learners are all taught the same, with Learning is tailored to the individual generic lessons: No differentiation in the lessons One size fits all. learner: As students progress they will increasingly access and engage with their own content, at their own pace of learning and take an increasing role in charting a path best suited to those talents, interests and abilities. Learners are tested to assess: Tests and exams measure what a student learned at the end of an instructional unit or academic year. Learners are assessed for learning: Technology allows educators and students to assess progress more regularly than with traditional classroom assessments and to identify and address each students challenges as they arise. Learning in the classroom: Learners are lifelong learners:

The classroom is seen as the centre of Students only spend a fraction of their all learning. The teacher is the centre time in schools and there is also a of attention who passes on knowledge. need to continue learning throughout life beyond the period of formal education. This requires a more balanced approach that includes learning partners and increased engagement of parents and the

community. Based on December 2010 Premiers Technology Council A Vision for 21stCentury Education As an administrator I believe that most teachers have many positive skills and some areas that need improvement

or development (including myself). For 1:1 Laptop Schools My question is: Should we employ a teacher who is very skilled at IT integration, but has no skills to deal with parents and other staff? (and of course vice versa?). How many teachers are there in the world that can fulfill all or some of the criteria shown in the LoTi table below? LoTi Level Level 0 Non-Use Level 1 Awareness non-existent Digital tools are used for classroom and curriculum management tasks, but not learning Level 2 Exploration Digital tools and resources are used by learners for extension activities, enrichment exercises or information gathering, to develop lower order cognitive skills. Level 3 Infusion Digital tools and resources are used by learners to carry out teacher-directed tasks that emphasize higher levels of student cognitive processing relating to the content under investigation. Level 4a Integration: Mechanical Learners use of digital tools and resources are inherent and motivated by the drive to answer student-generated questions that dictate the content, process, and products embedded in the learning experience. Level 4b Integration: Routine Learners use of digital tools and resources are inherent and motivated by the drive to answer student-generated questions that dictate the content, process, and products embedded in the learning experience. Level 5 Expansion The complexity and sophistication of the digital resources and collaboration tools used in the learning environment are now commensurate with (1) the diversity, inventiveness, and spontaneity of the teachers experiential-based approach to teaching and learning and (2) the students level of complex thinking (e.g., analysis, synthesis, evaluation) and in-depth understanding of the content experienced Description The use of digital tools in the classroom is

in the classroom. Level 6 Refinement The complexity and sophistication of the digital resources and collaboration tools used in the learning environment are now commensurate with (1) the diversity, inventiveness, and spontaneity of the teachers experiential-based approach to teaching and learning and (2) the students level of complex thinking (e.g., analysis, synthesis, evaluation) and in-depth understanding of the content experienced in the classroom. PROS include Smartphones Can Give Parents Some Piece of Mind Want to know where your child is at all times? Give them a smart phone. You can call or text your child to confirm their whereabouts. Many smart phones also contain GPS tracking that can be activated to specify the phones exact location. Every School Supply List Should Include a Computer The reality is, a computer has become necessary to complete many homework assignments. Students are required to research a topic, and sometimes the most current and accurate data is found online (assuming a student knows how to leverage critical thinking skills to assess the validity of the information check out The Importance of Source Evaluation and Content Credibility Skills for Todays Students for more on that). School courses in latter grades will require typed reports. And even the beloved shoebox project illustrating a summer vacation, depicting the Amazon rain forest is enhanced with color printouts. Theres an Awe-Inspiring Online World to Discover The Information Age is a glorious gift to the curious child in many ways. Learn how to knit - Identify the plants growing in the backyard Research the family tree Visit the depths of the ocean or the peak of the worlds tallest mountain without leaving the couch! Your childs fondness for the search field may lead to real -life adventures later on. Young Music Fans Can Access More Than Just The Top 40 It used to be that kids tuned into radios to listen to the latest releases. Today, the radio may be where they are introduced to an artist or a band. But the next stop is usually online to download their favorite song. Even better, while exploring an online music store, they can sample every imaginable genre, from A Cappella to Zydeco. Socialization & Social Learning While this argument can go both ways (for example, the heads down nature of kids walking around staring at their cell phones has a rather unsocial aspect to it), there is surely a strong element of socialization to many of the apps that young people use, such as Facebook and other social networking tools. Another possible upside to the social nature of some applications is the potential for social learning in the instructional setting. CONS include Health Risks Associated with Digital Device Usage Keeping the kids busy during a long car ride is a cinch thanks to digital devices that will play apps, games, music, movies and TV shows. But children often wear earbuds and headphones, and in doing so, risk irreversible eardrum damage if the volume is too loud. Further, the EPA confirms that computer screens emit low levels of x-ray radiation. While there is no evidence that this radiation results in health problems, the EPA also advises that you limit your childs time with a computer or tabl et in on their laps and in front of their faces. And because enjoying digital devices tends to be a sedentary pastime, children may be more susceptible to weight gain.

Exposure to Child Predators and Inappropriate Content Many parents set limits on Internet use, and employ security and privacy features to protect their children. However, children can still find their way into an online chat room with strangers or click on an enticing ad that links to inappropriate content. Monitoring your childs online activities is time-consuming, but imperative. Once Posted, Always Online Children dont always understand that their online activities are permanent. Worse, their poor judgment could lead to serious, and sometimes criminal, consequences. Before allowing children online, parents should discuss the cyber dangers of bullying, illegal downloading, and texting. Digital Devices May Be a Mind-Numbing Distraction While plenty of children use their digital devices to download books, most are likely using their electronics to text friends, play apps or watch videos. Some argue that this technology overload is actually disconnecting our children from nature, play and people. So, do the pros outweigh the cons? This is still a topic that we understand little about. Surely technology opens up an amazing world of learning and productivity to todays young students, but there are clearly dangers and legitimate concerns surrounding the use of these tools, and what constitutes too much use. It will probably be years before we start to really understand the impact of some of these drawbacks and potential issues. In the meanwhile, these tools are here to stay for the near term, so we should monitor their use and educate students on how to use them wisely without overusing them.

A recent research paper sheds light on several ways in which educational games can facilitate the learning experience and benefit the student. Guest post by Jane Wolff. The current trend towards the increased use of games and game mechanics in instructional situations could probably have been foreseen quite some time ago. Stretching right back to the primitive gaming technology of the ZX Spectrum in the early 80s, kids were hooked. As a wider variety and higher quality of educational games have been produced, it is really no surprise that educationists have gravitated towards further use of them as tools in the learning environment. Is this necessarily a positive development, however? A recent article on the subject makes for interesting reading. In 2011, Joey J. Lee, Ph.D and Jessica Hammer, an Assistant Professor and Graduate Fellow from Teachers College Columbia University in New York, published this paper on the subject, entitled Gamification in Education: What, How, Why Bother? According to Lee, gamification can be applied to three different learning areas namely, those covering cognitive, emotional and social needs of students.

Cognitive benefits include the development of problem-solving skills. Players must complete progressively complicated sequences of actions which may cover areas such as physics, maths, languages or spatial awareness. Successful completion of levels lead to the reward of more and more difficult levels, providing constant motivation to strive harder and constantly develop skills. This is perhaps the most obvious of the benefits, but the next two may be of equal, perhaps greater importance.

Gamification can, according to Lee, be a powerful tool in addressing the childs emotional needs. Games have the unusual ability to turn positive emotional experiences into positive ones. Simply put, in order to achieve success in games, failure must be experienced several times first. In a formal teaching environment, the negative emotions felt during initial failure would be far more extreme, and difficult to turn around into something positive. Not so in games. The failure is expected inevitable even, which detracts from the feeling of despondency. When the success follows, as the level is eventually completed, the students previous feelings of negativity have been entirely eclipsed by the satisfaction of having finished t he level. The social benefits of gamification may not be immediately apparent, since gaming has a rather u nfair image of being an antisocial activity as games are often played alone. This does not mean that social skills are being compromised however. Lee argues that in the player assuming new in-game personas, they are exploring many aspects of their own personalities. Psychologists have long hailed the importance of sociodramatic play, where children assume different identities in a play environment. Games can achieve a similar effect, through inventing new characters for children to be with different power s, strengths and personalities. By this same principle, children who cannot settle into a school environment can use a schoolbased gamified environment to assume the role of a student. Since Nasir & Saxe (1993) claimed that students are more likely to succeed if they have a strong, school-based identity, this could be one of the most subtle, but powerful benefits of gamification. Lee does pertinently point out that gamification may not be suitable in all learning environments, and must be implemented according to a solid educational model, grounded in research. When used correctly however, it can be an effective educational tool, helping to provide a positive learning experience, even where learning difficulties exist. Writing in digital spaces: Digital writing is fundamentally different than the paper/pencil writing that has traditionally been done in the classroom. The differing use of space, the inclusion of hyperlinks, and the possibility of merging text with multimedia make digital writing a truly separate skill from writing a traditional essay on paper for a teacher to read. The ability to write successfully and powerfully in an online format must be taught and practiced like any other skill. 1:1 access to technology provides students with the ability to do just that. Writing for real audiences: 1:1 technology also allows students to write for an audience that extends beyond the walls of the classroom. As a result, it forces students to think critically about reeling in a potential reader. Catchy titles, accurate post tags/categories, and well-crafted introductory hooks are essential in gaining a larger audience for ones digital writing. Theres simply no way to fully replicate this when writing on paper for a captive, limited audience of just your teacher or even your classmates. Collaborative writing and peer editing: The ability for students to collaborate together as they write (or to peer-edit their writing once a draft is complete) is enhanced greatly through the use of 1:1 technology. In a Google Document, for example, students can view each others writing and editing in real time. An entire group of students can get together to discuss how to best write a tricky sentence or paragraph, and Googles revision history tool allows both st udents and teachers to look back at the entire editing process after the fact. Whereas in the past a teacher often only saw a students final, edited project, now that same teacher can see the thinking and revision work behind that finished piece as well. Becoming a digital citizen: In contrast to traditional school writing, digital writing is often not just a one-way form of communication. Students must learn how to be an effective digital citizen; they must be able to engage enthusiastically with people who comment on their work and also comment thoughtfully on the works of others. They need to understand that their work is a digital footprint that has the potential to remain visible forever and that they can begin shaping a positive digital identity through their work right now. Again, no similar offline substitute for this exists. Digital writing involves much more than simply having students type what they would have written on paper into Microsoft Word. As outlined above, it is a separate skill that must be taught, and providing students with ubiquitous access to 1:1 technology is an ideal way to help make that happen.

Does technology have a role in classroom instruction? I believe so. Lets look at some trainable teaching strategies using digital learning devices that are being applied in K-12 classrooms today. Decades ago, when I attended high school math class, the teacher stood at the front of the class and presented the days topi c and quickly got into the detail. Being an average student, I frequently daydreamed for a remote control to pause the teacher so I could wrap my mind around the new concept and ask questions. Which, I would not dare do for fear of looking dumb to fellow students. Then, the period ends, and the teacher gave class assignments to do at home. My parents were not experts on the topic, which made homework even more difficult. This traditional classwork/homework scenario repeated itself many times during the school year. I am lost and have to figure it out on my own. The average student has been there! Fast forward today. A high school teacher is taking an innovative approach to lesson delivery that offers creative thinking for education organizations of every kind. Her instructional strategy is called Flipping. Instead of lecturing about solving equations or unit conversions during classroom time then giving homework for out of class work this teacher flipped the sequence. She digitally records (audio / visually) her instructional lectures on a mobile device and uploads the videos to YouTube for her 33 students (from various cultural backgrounds) to watch at home or non-class seat time. The next day in class, she personally works with students as they solve problems and experiment with concepts. To assist in time management, she also asks her students who understood the concept to help other students who didnt during class time. Interactive lectures at night homework during the day. Understand the idea behind the videos, students watch lectures out of class at their own pace, pause it, replay it, and review it as much as required to learn a concept. Class time is used for students needing additional help learning a topic. This seems so natural in a modern world. Her results student attendance, engagement and achievement increased since implementing this student-focused approach. I also learned that middle school teachers in Palo Alto California are doing a similar creative approach using pre-produced interactive instructional videos from Khan Academy.org website for homework lectures. These teachers are seeing positive engagement and academic achievement results from students. The power of flipping! These are trainable teaching strategies for a 21 stcentury schooling environment. The digital tools and resources are available. These are examples of a simple teaching and learning strategies that can be applied today in schools that truly want to transition to 21st century learning environment for their students. All it takes to is education leadership to put a stake in the ground and start the journey to a reinvention of the American schooling model. The world has quickly become digital, and the younger generations are leading the pack with technology that just may make some other items obsolete. As pre-teens and teenagers routinely turn to digital devices for entertainment and schoolwork, the face of education may change as well. In the past students toted notebooks (the paper kind), pencils, pens and folders to school. Today, students carry digital devices like computer tablets, notebooks (the electronic kind), smart phones, and other digital devices to the classroom. Furthermore, texting and instant messaging have replaced traditional modes of casual conversation. Another item that may go the way of the dinosaur is the printed book. Students can now carry an entire library worth of reading material on a slim e-reader device or on the many other evolving tablet-type machines. There may be a day when

one no longer browses the aisles of the school library for a book, but only downloads the text instantly when needed. Some textbooks are already offered in digital format, and some school systems and teachers may opt for the convenience of digital devices. Little data exists as to just how many schools have policies allowing the use of cell phones and other digital devices in class. In the United States, a 2009 U.S. Department of Education survey indicates only 4 percent of public-school teachers say a handheld device is available in the classroom every day. However, things can change in a short period of time. Digital Advantages There are many advantages to going digital. Typing tends to go faster for adept keyboard users, which many youngsters have become since they have essentially grown up with computers in the household. This makes note taking easier. When notes and assignments are saved to a computer, theres less likelihood of them getting lost, especially if important files are routinely backed up. Data saved on a computer can easily be manipulated into a number of different formats, potentially making it easier to study. Bodies of text can be transformed into charts or pie graphs with many word processing programs. Students can cut and paste important quotes or examples into essays and the like, saving time on homework. In terms of streamlining backpacks, digital readers and other devices eliminate heavy books and notebooks. This can be seen as a big plus to students who have grown accustomed to carrying around 20+ pounds on their backs from a very young age. As many teachers turn to online resources, such as e-mailing and posting assignments on a personal Web site, students almost have to keep up with the times with some sort of tool that has Internet access. Digital Disadvantages On the other side of the equation, going digital does have some disadvantages. The decline of penmanship is one of them. In a digital era, people are less likely to write letters by hand or keep up with penmanship in other ways. Some children dont know what cursive handwriting is and may never learn how to sign their names in script, which was a common lesson for other generations. While digital communication does promote social interactions on some levels, there are some who argue that spending too much time staring at a screen and keyboard compromises the social aspect of going to school and learning in a classroom. Todays youth are less likely to talk, choosing to LOL and TTYL through texting. Having a wealth of information available on the Internet opens up students to many disreputable sources of content. Regular people, who may not have the accurate details of events, may have written and edited some common online encyclopedias. In addition, having content that is easily cut and pasted opens up the temptation for plagiarism and blurs the lines of how to attribute information to a source correctly. Digital devices may be great learning tools, but they also offer a number of distractions to students. When a student is supposed to be taking notes on a laptop in the classroom, he or she might be downloading music, updating social networking sites, streaming video, or checking celebrity gossip. Classrooms are evolving and so are students. Learning is very different from the way older generations may have learned. Whether the presence of digital technology helps or hinders remains open for debate.