Running head: ISD REPORT 1

ISD Report

Harrison Boltin, Alison Feaster, Leslie Pierce, Shawna Shafer, Katelynn Wheeler

Liberty University Online

EDUC 633
ISD REPORT 2

Introduction

Education in the 21st century is being transformed by technology. With the continual

advancements of technology affecting the daily lives of individuals at work, home, and school, it

is important for educators to implement technological tools to promote 21st Century Skills for all

learners. Educational technology has been shown to promote these skills in diverse learners

however, the implementation of these technologies may be difficult for educators. According to

Shepherd & Alpert (2015), when it comes to implementing new technology, educators must

learn to be competent. To ensure that educators are able to effectively implement technological

tools into instruction, they would benefit by receiving proper training on how to use and

implement the tools themselves. This report outlines an instructional design containing a series

of modules that will provide training to educators of K-8 classrooms on how to implement

iPadsTM into their classrooms to meet the needs of diverse learners.

Need Identification

In a technology-focused society, the need for students to have the skills to utilize

different forms of technology is vital. The use of an iPadTM in a K-8 environment has the ability

to create a positive learning environment for both the students and educators. The app store of

the iPadTM presents a variety of choices for different types of learners, but even beyond the app

store, iPadsTM allow for different learning opportunities such as: building presentations, video

chatting with classrooms around the world, digital storytelling, watching videos and lectures

assigned by the instructor, and even assisting with classroom behavior. iPadsTM have the

capability to change the classroom environment and, move from a behavioral approach to a

more constructivist approach, (Why Do We Need Technology Integration, 2007). This series
ISD REPORT 3

of modules focus on assisting the educator in becoming fully competent in the best practices for

integrating iPadsTM into the classroom. This is essential to classrooms around the world as

research proves that, technology impacts achievement in content area learning, promotes

higher-order thinking and problem solving skills, and prepares students for the workforce,

(Why Do We Need Technology Integration, 2007).

Goal Statement

The goal of the Instructional Design (ISD) team is to provide educators with the

knowledge to use and implement iPadsTM in K-8 classrooms as an instructional tool in order to

produce an effective learning environment to meet the needs of diverse learners. According to

Diemer, Fernandez, and Streepey (2012), the use of iPadsTM in the classroom increases students

perception of their engagement and leaves a positive effect on their active and collaborative

learning. These learning modules will help educators become familiar with the basic usage of the

iPadTM, select appropriate educational apps, learn about recommended apps for diverse learners,

and then implement these apps into the classroom.

Task Analysis

With these mobile learning modules, educators will learn the basic skills of iPadTM usage

and effective integration of the iPadsTM into their K-8 classrooms. The sequence of steps covered

in these modules are identification of prerequisite skills, selection of appropriate apps,

introduction of recommended apps, and implementation of apps into the classroom. Step one

focuses on identifying the skills that are already known to the educator and assuring that all are

equipped with the same basic knowledge needed for using iPadsTM. Step two begins with looking

at the process an educator should take when he needs or wants an app for in-classroom use. Step
ISD REPORT 4

three continues this idea, but gives educators well-known and researched educational apps to

begin using in their classrooms. The final step focuses on the implementation of apps into the

classroom beginning with the aid of an instructional specialist.

Professional Development Steps for Implementing the iPadTM into the Classroom
ISD REPORT 5

Figure 1. Professional Development session steps.

ISD REPORT 6

Context and Learner Analysis

Instruction will be provided to the educators through a series of modules. During steps 1-

3, the educators will participate in a one-to-one learner to iPadTM ratio environment within their

own home schools. Each educator will participate in a hands-on learning environment where

they will act as both the educator giving the lesson and the student who is participating in a

lesson using the iPadTM. These modules will be conducted by instructional specialists who will

assist the educators learning to use the technological tool. During step 4, each educator will work

within their own classrooms where they will design and implement lessons using the iPadTM.

Each classroom will be supplied with iPadsTM for each student, sufficient wifi, and a multimedia

projector. The instructional specialist for each school will be able to provide assistance to the

educator during the lessons if needed.

The learners in these modules will consist of educators of grades K-8, who are in the

beginning stages of learning how to implement iPadsTM into their instruction in order to produce

an effective learning environment for diverse learners. This group of educators would include

men and women who teach different grade levels and subject matter. Each educator will have a

different level of experience and understanding with using iPadsTM. The differences in

experience levels among the learners may produce differences in the attitudes of the educators.

The educators who have little to no experience with using iPadsTM may feel overwhelmed with

learning new information about something which is unfamiliar to them. However, those

educators who are somewhat comfortable with the instructional tool will be motivated to learn

something new that applies to their job. According to the Adult Learning Theory, adults acquire

a readiness to learn new things that apply to their social roles (Pappas, 2013). Since there will be

a large number of learners who are already comfortable using iPadsTM in the classroom, they will
ISD REPORT 7

be encouraged to help those learners who are not as advanced. They will also be given

opportunities to look further into their exploration of using iPadsTM in the classroom by devising

new ways to incorporate them into instruction.

See chart below: Projected Learner Experience with iPadsTM

(These percentages are based on a fictional group of teachers).

Figure 2. Projected Learner Experience with iPadsTM .

ISD REPORT 8

Instructional Objectives

Step #1: Identification of Prerequisite Skills for Basic iPadTM Technology Usage

Objective: The educator will be able to correctly navigate the iPadTM user interface and

the exterior buttons/functions.

Objective: The educator will be able to correctly access apps such as Safari, for internet

usage, and the App Store, for downloading apps and other content.

Step #2: Selection of Educational Apps

Objective: Given a functional iPadTM and a list of instructional goals, the educator will be

able to demonstrate knowledge in researching apps that align with learning outcomes.

Objective: Given a functional iPadTM, the educator will be able to demonstrate how to

locate specific apps in the App Store.

Objective: Given a specific app and an evaluation checklist, the educator will be able to

navigate through and review the quality of the app.

Step #3: Introduction of Recommended Apps for Diverse Learners

Objective: The educator will be able to decipher whether or not a given app will be able

to assist learners with special needs, English language learners, and learners identified as

gifted with learning in the classroom.

Objective: The educator will use an I do, we do, you do (model, guided practice,

independent practice) model to introduce apps into the classroom.

Step #4: Implementation of Apps into the Classroom

ISD REPORT
Objective: The educator will create and implement a lesson plan using an app in the
classroom with the aid of an instructional specialist.
Objective: The educator will use the selected app in the classroom independently on three
separate occasions.
Objective: The educator will reflect upon the utilization of the app by collaborating with
peers.
Assessments
Step Objectives
Identification of Prerequisite The educator will be
Skills for Basic iPadTM able to correctly
Technology Usage navigate the iPadTM
user interface and the
exterior
buttons/functions.
The educator will be
able to correctly
access apps such as
Safari, for internet
usage, and the App
Store, for
downloading apps and
other content.
Selection of Educational Given a functional
Apps iPadTM and a list of
instructional goals, the
educator will be able
to demonstrate
knowledge in
researching apps that
align with learning
outcomes.
9
Assessments
The educator will be
able to correctly
identify the parts of an
iPadTM and the
functions that it
provides through a
digital quiz via
Google Forms.
The educator will be
able to independently
navigate to assigned
and chosen websites.
The educator will be
able to independently
find and download
assigned apps to the
iPadTM.
The educator will use
the iPadTM without the
aid of an instructional
specialist to visit
multiple educational
app websites for
research.
The educator will use
ISD REPORT
Introduction of
Recommended Apps for
Diverse Learners
Implementation of Apps into
the Classroom
10
Given a functional the iPadTM without the
iPadTM, the educator aid of an instructional
will be able to specialist to search
demonstrate how to and locate a specific,
locate specific apps in researched app in the
the App Store. App Store.
Given a specific app
and an evaluation The educator will
checklist, the educator complete an
will be able to evaluation checklist
navigate through and on the quality of a
review the quality of specific, researched
the app. app.
The educator will be The educator will
able to decipher complete a self-check
whether or not a given quiz in order to
app will be able to decipher if their
assist learners with chosen app will
special needs, English benefit all types of
language learners, and learners.
learners identified as
gifted in the
classroom.
The educator will use
an I do, we do, you
do (model, guided
practice, and
independent practice)
model to introduce
apps in the classroom.
The educator will The lesson plan will
create and implement be assessed through a
a lesson plan using an rubric by the
app in the instructional specialist
classroom with the aid and educator to ensure
of an instructional that instructional
specialist. objectives have been
The educator will use met.
the selected app in the The educator will
classroom demonstrate his ability
independently on three to effectively use
separate occasions. iPadsTM for instruction
The educator will in the classroom
reflect upon the through three live
ISD REPORT 11

utilization of the app performances.

by collaborating with The educator will
peers. demonstrate to peers
an effective way to
utilize the iPadTM in
the classroom through
a collaborative
discussion.
Table 1.

Instructional Strategies

Step #1 Identification of Prerequisite Skills for Basic iPadTM Technology Usage

The module begins with a professional development session where the prerequisite skills

for iPadTM usage will be identified. During this session, educators will be given a functional

iPadTM and will be asked to write down everything they know about the iPadTM. This will give

the instructor of the course an idea of what should be focused on during the presentation. A

PowerPoint presentation will be used to lead the instructor of this session through the basic

functions and capabilities of the iPadTM. During this presentation, educators will be allowed to

participate in an open discussion about the information.

Once the presentation is complete, educators will be asked to use the information given to

complete a series of tasks on the iPadTM. This will include turning on the iPadTM and connecting

it to the local WiFi. Educators will be asked to complete an online quiz through Google Forms

about the parts and functions of the iPadTM. The educator will be responsible for downloading

any applications that they will need for later professional development sessions.
 ISD REPORT 12

Step # Title Objectives Assessments Activities Instructional Readings Student Media Time
Content/ Participatio Development Allotments/
Materials n and Notes
Implementation

1 Identification The educator will The educator Intro: iPads iPadTM The educator A time of PowerPoint Intro: 25min
of be able to correctly will be able to will be Multimedia will be given open, presentation will
Prerequisite navigate the correctly distributed to projector a handout interactive be presented Presentation:
Skills for iPadTM user identify the educators and Document copy of the discussion 20 min
Basic iPadTM interface and the parts of an they will be Camera presentation. will be Self-check quiz
Technology exterior iPadTM and the asked to write PowerPoint given during
Usage buttons/functions. functions that it down Presentation The educator the lesson. Open, interactive Guided
provides anything they will be able to discussion Practice: 25
The educator will through a digital know about receive a copy The min
be able to correctly quiz via Google the iPadTM. of the Google educator Demonstration
access apps such Forms. Form used for will work on the iPadTM by Assessments:
as Safari, for Lesson: quizzing on independentl the instructor 20 min
internet usage, and The educator PowerPoint the y on the
the App Store, for will be able to presentation parts/function iPadTM
downloading apps independently with s of an throughout
and other content. navigate to demonstration iPadTM. the guided
assigned and (open practice.
chosen discussion is
websites. expected)

The educator Guided

will be able to Practice:
independently Navigation of
find and iPadTM
download
assigned apps to Assessments
the iPadTM.

Table 2.

Step #2 Selection of Educational Apps

The PowerPoint presentation will also include screenshots and steps of how to locate and

search for a specific app in the App Store. Demonstrations will be given by the instructional

specialist on the iPadTM. Important facts and ideas will be discussed on what to look for when

reviewing an educational app. An evaluation checklist will be distributed to each educator to

look over. Now that the educator is proficient in the basic skills of the iPadTM, this next step will

enhance the educators ability in selecting educational apps for the classroom. This professional

development session will be facilitated by an instructional specialist with strategies to assist all

learning styles.

This session will begin by having each educator make a list of instructional goals and
ISD REPORT 13

learning outcomes for the desired course. The instructional specialist will give each educator a

list of websites to assist in researching apps that align with the curriculum goals and outcomes. A

PowerPoint presentation will be presented with different methods on how to conduct research.

Time will be allotted for open, interactive discussion, and questions concerning the

material that was disseminated. Then guided practice will be given allowing the educator to

navigate through the iPadTM in order to visit websites as well as to research, locate, and review

apps. The instructional specialist will be on hand to aid and will assist as needed.

Finally, the professional development session will conclude with an independent

assessment without the aid of an instructional specialist. Each educator will use an iPadTM to

research and choose an educational app that aligns with the curriculum, locate that specific app

in the App Store, and use the evaluation checklist to review that app. On completion of this

session, the educator will be knowledgeable in how to select educational apps for the classroom.
 ISD REPORT 14

Step # Title Objectives Assessments Activities Instructional Readings Student Media Time
Content/ Participation Development Allotments/
Materials and Notes
Implementation

2 Selection of Given a The educator Intro: iPadTM The A time of PowerPoint Intro: 15 min
Educational functional iPadTM will use the The educator Multimedia educator open, presentation will
Apps and a list of iPadTM without will make a projector will be interactive be presented Presentation:
instructional the aid of an list of PowerPoint given a list discussion will 20 min
goals, the instructional instructional Presentation of websites be given Open, interactive
educator will be specialist to goals and A list of to visit and during the discussion Open
able to visit multiple learning websites read. lesson discussion: 10
demonstrate educational app outcomes Evaluation Demonstration min
knowledge in websites for Checklist The The educator on the iPadTM by
researching apps research Lesson: educator will work the instructional Guided
that align with PowerPoint will be independently specialist Practice: 20
learning The educator presentation given a on the iPadTM min
outcomes will use the handout throughout the Hands-on,
iPadTM without Guided copy of the guided independent Assessments:
Given a the aid of an Practice:: sessions practice with guided practice 20 min
functional iPadTM, instructional Researching, presentation the aid of an of what was
the educator will specialist to Locating, and . instructional learned
be able to search and Reviewing specialist
demonstrate how locate a apps on the
to locate specific specific, iPadTM
apps in the App researched app
Store in the App Store Assessments

Given a specific The educator

app and an will complete
evaluation an evaluation
checklist, the checklist on the
educator will be quality of a
able to navigate specific,
through and researched app.
review the quality
of the app

Table 3.

Step #3 Introduction of Recommended Apps for Diverse Learners

By step 3, the instructor has chosen the apps for the diverse learner, as well as allowed

the educator to use the checklist to select their own app. Now, in separate session, the instructor

will introduce the recommended apps (Brain PopTM, Khan AcademyTM, QuizletTM, Kahoot!TM

and PoppletTM) to the educators. The instructor will review the objectives that are to be covered

during this third step of professional development. The instructor will use a PowerPoint

presentation to introduce each app with the educator and explain the significance of each app in a

diverse learning setting, therefore giving background as to why each individual app was selected.

The use of PowerPoint was found to affect variables in professional development (Garrett
ISD REPORT 15

2016). PowerPoint has increased presentation clarity, organization, entertainment, and

professional likability (Apperson 2006).

The instructor will then allow the educator time to reevaluate the app they selected during

step 2. The instructor will get a self-check quiz to the educator to fill out, as the educator decides

if the selected app would be successful for all types of learners in a diverse learning setting.

Afterwards, the instructor will allow for group discussions in order to hear the findings of the

educators.

Lastly, the instructor will do a demonstration of how to introduce the recommended apps

into the classroom. The instructor will model his expectations of the educators as he shows an I

do, you do, we do introduction using Brain PopTM. The instructor will model how to use the

app. Afterwards, the instructor will allow the educators to work on their iPadsTM at the same

time, still following along with what the instructor is modeling. After guided practice, the

instructor will allow for independent practice of the apps. This model will carry on to how the

educator will introduce the apps into his own classroom following professional development.
 ISD REPORT 16

Step Title Objectives Assessments Activities Instructional Readings Media Time

# Content/ Development and Allotments/
Materials Implementation Notes

3 Introduction The educator will be The educator The educator Powerpoint A packet of PowerPoint Introduction
of able to decipher will take a self- will create an instructions will be presentation will be 10 min
Recommend whether or not a check quiz in interactive iPadsTM given to each presented
ed Apps for given app will be order to lesson from educator during the Independent
Diverse able to assist learners decipher if one of the Brain PopTM class to refer back Self-check quiz Work (review
Learners with special needs, their chosen apps with a to for set, chosen app)
English language app will group of peers QuizletTM preparation of Group work 25 min
learners, and learners benefit all in the subject lessons, and quiz
identified as gifted types of that is KahootTM set up. Open, interactive Group
with learning in the learners. currently discussion Discussions
classroom. taught. PoppletTM 10 min
Demonstration on
The educator will Self-check the iPadTM by the Instructors
use an I do, we do, quiz instructor Presentation
you do (model, 40 min
guided practice, Packet which Modeling, guided
independent includes practice, and
practice) model to reading independent
introduce apps into material, practice of what
the classroom. description of was learned.
apps/websites,
and user
names and
password for
the apps.

Table 4.

Step #4 Implementation of Apps into the Classroom

After the educator has been presented with a variety of apps to use in the classroom for

diverse learners, with the aid of an instructional specialist, he will now use this information to

design and implement a lesson plan incorporating the use of iPadsTM in the classroom. Educators

will receive support from instructional specialists located in each school. These specialists will

assist the educators during the planning process and will also provide support during the lesson

itself. The instructional specialist and educator will use a rubric to ensure that each instructional

objective is met.
ISD REPORT 17

Once the educator has successfully planned and implemented a lesson plan using iPadsTM

in his own classroom with the aid of an instructional specialist, he will now independently design

and implement three lessons using iPadsTM. The educator will demonstrate his ability to use the

apps effectively through three live performances. The educator will select one performance to

record using a video camera which will be shared with peers for reflective purposes at a later

meeting.

The educator will reflect upon his own learning by demonstrating to his peers how he

effectively utilized iPadsTM in the classroom for instruction. The educator will present his

recorded lesson to peers who will provide feedback on what went well during the lesson and

what could be done to improve it. This session will be conducted two months after the educators

initial lesson with the instructional specialists. The peers will consist of educators of the same

content areas so that they will also be able to share how they effectively used the technology.
 ISD REPORT 18

Step # Title Objectives Assessments Activities Instructional Readings Student Media Time
Content/ Participation Development Allotments/
Materials and Notes
Implementation

4 Implementati The educator will The lesson plan Instructional iPadsTM The The educator One lesson plan Guided
on of Apps create and will be assessed specialist and educator will designed with practice:
into the implement a lesson through a rubric educator will Multimedia will be collaborate instructional 30 minutes to
Classroom plan using an app by the complete Projector given a with the specialist. plan
in the instructional rubric to sample of instructional 50 minutes for
classroom with the specialist and show Lesson Plan lesson plans specialist to Three lesson implementatio
aid of an the educator to objectives Rubric using iPads make the plans n of lesson
instructional ensure that met during to review. lesson plan independently
specialist. instructional initial Video and complete designed by Independent
objectives have attempt at Camera rubric. educator. practice:
The educator will been met. using iPads 90 minutes
use the selected in the The educator One video planning for
app in the The educator classroom. will recorded lesson three lessons
classroom will Educator will independently implemented by 150 minutes
independently on demonstrate his video record design and educator. for
three separate ability to one live implement implementatio
occasions. effectively use classroom three lesson n of three
iPads for lesson where plans for his lessons
The educator will instruction in the iPadTM is classroom.
reflect upon the the classroom utilized Reflection and
utilization of the through three effectively The educator Discussion:
app by live for will present 90 minutes
collaborating with performances. instruction. video recorded
peers. lesson to peers
The educator Educator will and participate
will share video in discussion
demonstrate to with peers to on effective
peers an reflect on ways to use
effective way to effective iPads in the
utilize the usages of the classroom.
iPadTM in the iPadTM in the
classroom classroom
through a and receive
collaborative peer
discussion. feedback.

Table 5.
ISD REPORT 19

Media Selection

Document Camera

The document camera is a visual presenter or digital overhead that captures realtime

images and display on a screen. This device will allow educators to project images to be

magnified to a smartboard, projector, or any device that displays projected images. Document

cameras require additional support from a laptop or desktop computer or any live or real time

image that can be magnified on a screen or monitor.

This media device gives educators the ability to display and create images in order to

create a more engaging classroom environment. Educators will be taught skills on how to use

the document camera through the professional development workshop and the instructional

specialist will give directions on how to successfully connect and display with the document

camera. Skills needed to use this device consist of knowledge of using a laptop, smart board or a

real time image and the ability to connect these devices to equipment for successful projection.

The instructional specialist will also address copyright laws and with using information that is

copyrighted under the teacher act.

The document camera gives educators the opportunity to access any internet based

websites through your laptop or desktop computers, paper documents, maps, magazines,

newspapers etc. During the professional development workshop the document camera will be

used to display the PowerPoint presentation the educators will be following during the

professional development session. The document camera is a great device that educators will be

accessing for years to come.

ISD REPORT 20

Figure 3.

Google Forms

GoogleTM Forms is one of the new suite platforms available through GoogleTM. It

provides a quick and simple way for information to be collected and data to be displayed in

either the Forms window or through GoogleTM Sheets. It can be used to create quizzes, interest

forms, surveys, etc.

Educators need access to a GoogleTM account (personal or professional) to be able to use

GoogleTM suite platforms. Educators will also need WiFi connections to take and send the Form.

Educators can use any web browser (Firefox, Google Chrome, Internet Explorer, Microsoft

Edge, Safari) to access the Form. They may also use any operating system (Windows OS, Mac

OS, or Chrome OS). The instructor of the professional development will create the GoogleTM

Form. An understanding of Forms would be a requirement for selected instructors. The selected

instructor needs to know how to operate Forms, with a firm understanding of how to build

Forms. As mentioned previously, the instructor will need to have a firm understanding of the

building and reviewing of a GoogleTM Form. The educators will need to be able to access

GmailTM accounts and have a functioning device in order to complete the Form. These skills
ISD REPORT 21

needed by the educators should be taught in the initial session.

Figure 4.

iPadTM

The iPadTM is a sleek, super-powerful, hand-held mobile device that is light and easy to

carry, intuitive to use, and relatively inexpensive. Given the opportunity and if used correctly,

the iPadTM has the potential to revitalize the educational systems (Gliksman, 2014). Educators

will need Internet access and WiFi connection. No logins are needed to access the iPadTM. It is

instantly accessible within seconds. Educators will need to use a power source and a power cord

to recharge the battery of the iPadTM when it becomes low. The storage capability of an iPadTM

runs anywhere from 16GB to 128GB depending on what model is used. For this module, 32GB

iPadsTM will be used. Bandwidth needs are going to vary depending on the number of users and

how much data is being used. For high user and critical connection needs, the bandwidth would

need to range between 15Mbps to 30 Mbps. With the iPadTM being used for educational

purposes, the Fair Use Law will be in effect and copyright issues should not be an issue.

Each educator will be supplied with a functional iPadTM for the professional development
ISD REPORT 22

sessions. An instructional specialist will provide assistance to the educators during the sessions if

needed. Educators will need to be knowledgeable in the prerequisite skills identified in step #1

of this module. Completion of this step will allow educators the capability to correctly navigate

the iPadTM user interface and the exterior buttons/functions and correctly access apps such as

Safari, for internet usage, and the App Store, for downloading apps and other content.

Figure 5.

PowerPointTM Presentation

The requirements needed to access the PowerPointTM presentations are: access to

Microsoft OfficeTM, an iPadTM or computer to bring up the presentation, a USB cord, a document

camera, and a specified area for the presentation to project. The computer capability

requirements that educators will need to use the media are Microsoft OfficeTM and a basic

computer or in this case, an iPadTM.

ISD REPORT 23

The instructor of the professional development will create the PowerPointTM

presentations. An understanding of PowerPointTM would be a requirement for selected

instructors. The selected instructor needs to know how to operate PowerPointTM, with a firm

understanding of how to build a PowerPointTM presentation. Furthermore, the instructor must

have an understanding of the concepts that go into building a PowerPointTM from which one can

learn.

As previously mentioned, the instructor will need to have a firm understanding of how to

operate PowerPointTM, build presentations, and the knowledge of how people learn. The

educators will not need to have an understanding of PowerPointTM as they are only learning from

the presentations and will not be expected to replicate the presentations or build their own.

Figure 6.
ISD REPORT 24

Video Camera

A video camera will be used by the educator to record one lesson to be shared with peers.

According to Snoeyink, teachers value video-analysis as a mean of improving their teaching,

their classroom management, and their withitness (2010, p. 106). By video recording a lesson,

the educator will be able to reflect upon his performance in the classroom while utilizing

technology.

The video camera used by the educator is a user friendly tool and can be used effectively

with minimal training. A login code will not be needed to use the video camera. Educators will

need a power source and power cord to charge the video camera when the battery becomes low.

For this module, a 32GB video camera with built-in USB will be used. The built-in USB will

allow the educator to upload the video directly to a computer.

Each educator will be supplied with a functional video camera by the instructional

specialist at each school. The educator himself will set-up the video camera using a tripod to

record the lesson. The educator will need simple skills to record the session. The functional

video camera will automatically record after the educator hits the record button. The instructional

specialist will ensure that the camera itself is ready to record. If the educator has difficulty using

the video camera to film or upload the video itself, the instructional specialist will provide

support.
ISD REPORT 25

Figure 7.

Conclusion

This series of learning modules will equip educators with the basic skills necessary for

iPadTM usage and will prepare them to effectively utilize these tools within their K-8 classrooms

to meet the needs of diverse learners. By first ensuring that each educator is equipped with the

necessary technological skills to operate the iPadTM, these sessions will give each educator the

confidence to successfully implement technology into their instruction. This implementation of

technology will provide students with opportunities to build the 21st Century Skills needed to become

successful in a technology driven world.

ISD REPORT 26

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