Enhancing Educational Opportunities with iPads
Innovation Plan Draft – October 31st, 2017
OVERVIEW
iPads can be a keystone of a shift a digital, student-centric classroom. The opportunities presented with the introduction of iPads into the classroom can allow a deeper learning environment. Where students are able to direct their own learning, and teachers are able to encourage transformative thoughts and greater cognitive development. The following plan will address how teachers can use the iPads in the classroom for teaching and management to increase the educational opportunities for their students and themselves.
GOALS
- Demonstrate the benefits of iPads in teaching and learning
- Direct organic learning of both educators and student of digital learning supplemented by iPad use
- Grow the use of iPads by educators and students in a 1:1 iPad school system
iPads in Education
The iPad is described by Miller, R., Meier, C., Moorefield-Lang, H.(2012) as a “multipurpose mobile computing device” (p. 54) designed to allow students access to an unprecedented amount of learning at their literal fingertips. The release of the iPad in 2010 was set to revolutionize education. Apple told of all the wondrous abilities of the iPad. Miller, Meier, and Moorefield-Lang (2012) remind us of the iPad commercial in 2011 “entitled Learn shows the iPad being used to watch TED talks, to practice writing Chinese, to investigate human anatomy” (pg. 54) and continues on and on. There are very few limits on what a student can learn on an iPad. As the device is designed to be intuitive to the user, it is easy to use and become skilled at. Thinking about the current model of schools, a student will experience multitude of topics, subjects, and material that will need to be learned. The iPad in the classroom adapts to these various expectations, without struggling to catch up. There are more than two million apps in the app store to support this learning. Students and teachers are not limited to the devices abilities, but only their creativity. Miller, Meier, and Moorefield-Lang (2012) present a case study from Indiana University-Purdue University Indianapolis (IUPUI) on the varied uses of iPads at the university including physical education where students “perform basic movement analysis”, help English as a second language learners “develop communication skills”, and a tourism management class where students “visually represent their information needs” (pp. 55-57). The iPad in the classroom brings a shift of learning that is passive and teacher-centered, to a classroom that is dynamic and learner focused.
Creating a Community of Learners
A small pilot community will be established to be a model for the rest of the school. This community will consist of teachers willing to work together for the betterment of their students. The group will be expected to share their experiences with the iPads in their classroom, receive and provide critical analysis of their use of the iPad, and meet at regular intervals. As a community, the group will meet and plan based on the idea proposed by Michael Horn and Heather Staker in the book Blended (2015) as “discovery-driven planning” (p. 267). In discovery-driven planning, the community will start with the desired end in mind, then based on assumptions the community will test those assumptions and finally implement. This will be done on large end-goals, but also on smaller basic goals. Community members are encouraged to explore and share both classroom and non-classroom experiences of iPad use.
Develop Educator Use of iPads
Using iPads on a routine basis will increase use of iPads in the classroom. As an educator finds more and more useful ways that the iPads can be used, he/she will find more and more useful ways that the iPad can be used in his/her classroom. Educators will be encouraged to use their iPads in three main formats. First is the distribution of handouts, information, and literature as electronic copies, steering clear of paper-based copies. Using apps like iBooks, Google Classroom, and iTunesU, etc. educators can access these documents and mark up as needed. As these files are now electronic they are searchable, organizable and cost-reducing. Secondly, educators will be encouraged to find uses of iPads in their daily lives. Using the iPad to read and annotate a new novel, record video, and pictures, or plan out their day with calendar are just a few examples of ways teachers could use their iPad on a daily basis. Finally, educators will be encouraged to reflect on how they are using the iPad in their daily personal and work life. In this reflection, educators should compare how they would have done the same task not digitally. Also, educators should reflect on how the same actions could be modified to fit into their classroom. Finally, these reflections should be shared out the community and to a broader global audience through social media apps like Twitter, Google Plus or Facebook and Apple-based platforms like the Apple Teacher program. These reflections should be used also a component of the “discovery-driven planning” as discussed above.
Shift to Student Use and Digital Classroom
As teachers become more accustomed to using iPads for their own personal use, they should shift toward including the iPad into their classroom. The ultimate goal is for the classroom to become completely digitized and student-driven learning. Lesson plans will be discussed and redesigned to achieve this goal. Based on the objective set forth by the educator, adjustments to the lesson will be made to incorporate the iPad, app and web-based activities, and creation and collaboration in the classroom. The community and instructional support team will work together to shift the classroom to a digital presence. Teachers will be encouraged to shift assignments from a digitized version of original assignment, ie. worksheets with pen and paper to digitized worksheets with a stylus. A shift toward the upper end of the SAMR model (Puentedura, 2008) of modification and redefinition. Assignments will be discussed that encourages the student to think deeper into the learning. Students will be expected to create and collaborate with other students to show their learning in new and innovative ways.
Monitoring for Progress
As mentioned above, frequent monitoring, reflection, and discussions will be held about the progress of incorporation of the iPad into the classroom. If it is seen that adjustments need to be made, those will occur as needed. All monitoring will be based on “S.M.A.R.T. goals,” as developed by George T. Duran (1981), that are specific, measurable, assignable, realistic, and time-related (pp. 35-36). Goals will be set that are specific, written with action verbs and revised at a listed time interval. The goals will also be measurable. A defined rubric will be created to test the use of iPads in the classroom. Also, reflections will be analyzed as well for measurable trends. The goals will be assignable, where each member of the community will be expected to complete a specific skill or activity in his or her classroom. Finally, the goals will need to realistically achievable and done within a set time frame.
Conclusion
An investment in 1:1 iPad is a costly endeavor. As there is a serious price tag on the investment, it is an educator’s job to give a high rate of return on that investment. This return will include engaging students, that enjoy school and are being successful at learning and achieving their goals. A community of motivated, innovative, and risk-taking teachers learning as much as they can about using the iPad in the classroom can start a change in the opportunities for all students to learn. It is that all students should learn, is the reason why teachers should determine ways to more effectively and efficiently.
References
Doran, G. (1981). There’s a S.M.A.R.T. way to write management’s goals and objectives. 70(11), 35-36.
Horn, M. B., & Staker, H. (2015). Blended: Using disruptive innovation to improve schools.
Miller, R, Meier, C., Moorefield-Lang, H., (2012). iTeaching and learning collegiate instruction incorporating mobile tablets. Library Technology Reports, 48(8), 54-57.
Puentedura, R. R. (2008, December 22). SAMR and curriculum redesign [Audio blog post]. Retrieved October 30, 2017, from https://itunes.apple.com/us/podcast/tpck-and-samr-models-for-enhancing-technology-integration/id380294705?i=1000084499787&mt=2.
