Current Studies
What is Happening in Other Schools?
Schools are beginning to pilot iPad programs because of the numerous benefits that it provides for the 21st century learner. In Alberta, a group of school authorities met last year to discuss how the implementation of iPads had changed teaching and learning in their schools and to look at what the iPad can continue to do (“iPads: What are,” 2012). Overall, they found that iPads led to increased student and teacher engagement, improved teachers’ capabilities to meet the needs of different learners and allowed for students to demonstrate their understanding in a variety of ways.
Heinrich (2012) conducted a case study on iPads with the Information and Communication Technology Association (ICT) in the UK. He summarizes the findings by stating that, “there has been a significant and very positive impact on learning” and that “students are very positive about the devices and the impact they have on their motivation, ability to research, communicate and collaborate” (p. 5). In fact, 61% of students felt their achievement in school was rising because of these devices (Heinrich, 2012).
In addition, Milman, Carlson-Bancroft and Vanden Boogart (2012) conducted a preliminary study of iPads in a Pre-K to 4th grade independent school. The study found that student engagement was “extremely high” when students worked with Math apps. Moreover, teachers’ roles shifted to being more of a facilitator and students helped each other. Furthermore, it was possible to differentiate instruction in the areas of content, processes and final products using the iPad.
These studies support the effectiveness of iPads in the classroom. Not only do they lead to higher motivation and active learning, they allow for personalized learning, differentiated instruction, and student engagement. The iPad is cheaper, more interactive and mobile than laptops. These devices are peaking children’s interest and getting them excited about learning. Any technology capable of making such an impact on learning is a technology that educators should learn more about and try to incorporate into their classroom. Since there may be teachers that are unfamiliar with these devices and how to use them in a pedagogically effective way, this tutorial was created and will focus specifically on how teachers can use these devices in Mathematics and Science and will include practical lesson ideas that teachers can easily implement.
References:
Alberta Education, (2012). ipads: What are we learning?. Retrieved from website: http://www.education.alberta.ca/media/6684652/ipad report - final version 2012-03-20.pdf
Heinrich, P. (n.d.). The ipad as a tool for education a study of the introduction of ipads at longfield academy, kent. Retrieved from http://www.naace.co.uk/publications/longfieldipadresearch
Milman, N. B., Carlson-Bancroft, A., & Vanden Boogart, A. (2012, June). ipads in a prek-4th independent school – year 1 – enhancing engagement, collaboration, and differentiation across content areas. The international society for technology in education conference, San Diego, CA.
Heinrich (2012) conducted a case study on iPads with the Information and Communication Technology Association (ICT) in the UK. He summarizes the findings by stating that, “there has been a significant and very positive impact on learning” and that “students are very positive about the devices and the impact they have on their motivation, ability to research, communicate and collaborate” (p. 5). In fact, 61% of students felt their achievement in school was rising because of these devices (Heinrich, 2012).
In addition, Milman, Carlson-Bancroft and Vanden Boogart (2012) conducted a preliminary study of iPads in a Pre-K to 4th grade independent school. The study found that student engagement was “extremely high” when students worked with Math apps. Moreover, teachers’ roles shifted to being more of a facilitator and students helped each other. Furthermore, it was possible to differentiate instruction in the areas of content, processes and final products using the iPad.
These studies support the effectiveness of iPads in the classroom. Not only do they lead to higher motivation and active learning, they allow for personalized learning, differentiated instruction, and student engagement. The iPad is cheaper, more interactive and mobile than laptops. These devices are peaking children’s interest and getting them excited about learning. Any technology capable of making such an impact on learning is a technology that educators should learn more about and try to incorporate into their classroom. Since there may be teachers that are unfamiliar with these devices and how to use them in a pedagogically effective way, this tutorial was created and will focus specifically on how teachers can use these devices in Mathematics and Science and will include practical lesson ideas that teachers can easily implement.
References:
Alberta Education, (2012). ipads: What are we learning?. Retrieved from website: http://www.education.alberta.ca/media/6684652/ipad report - final version 2012-03-20.pdf
Heinrich, P. (n.d.). The ipad as a tool for education a study of the introduction of ipads at longfield academy, kent. Retrieved from http://www.naace.co.uk/publications/longfieldipadresearch
Milman, N. B., Carlson-Bancroft, A., & Vanden Boogart, A. (2012, June). ipads in a prek-4th independent school – year 1 – enhancing engagement, collaboration, and differentiation across content areas. The international society for technology in education conference, San Diego, CA.
iPads Make Math Fun [Video File]. Retrieved from:http://www.youtube.com/watch?v=njqaPwExsb0
Image retrieved from:http//:www.flickr.com
Image retrieved from:http//:www.flickr.com