Tweets on ipaded

I followed the conversations on ipaded and was amazed as well as a bit overwhelmed by the large number of apps mentioned. Upon opening a few of the weblinks I discovered a diversity of educational apps such that I thought...where do I start!

At this stage I won't be opening a Twitter account or following Twitter conversations. Instead I will source my apps using 'Google' with applications to search for apps appropriate to my content search.

Currently, my aim is to upskill students in many of the apps I have become familiar with via the course relevant to this blog, i.e., 'iPads in the Classroom'.

Critical Evaluation of a Content Based App

Once again my evaluation rubric PDF allowed for limited evaluation on the PDF file so I resorted to using my laptop, printer and scanner to produce this evaluation JPG file. This process just confirms my growing view that I need all these tools in my toolbox along with my iPad.

I found the rubrics valuable as a type of checklist to guide my evaluation of the apps. I assessed their effectiveness for my targeted use by students against the criteria on the rubric selected for each app. Each rubric confirmed my overall anecdotal assessment of the suitability of each app by identifying the strengths and weakness against the assessment criteria. I will use this assessment criteria in the future when determining  what apps would be the best value for money considering our limited iPad budget at school.

Critical Evaluation of a Creative App

My evaluation of a creative app was 'Explain Everything'. The evaluation was completed on the above PDF rubric and was saved as a PDF. From that point on, I had problems trying to save this to my blog. To be uploaded I needed to have this saved as a JPG file, so I attempted to create a screenshot of the PDF evaluation.  However, viewing the PDF file on my iPad was unsuccessful because, for some unexplained reason, the PDF file saved in Dropbox showed the original rubric without my evaluations. However, the same file showed all evaluations when viewed from the Dropbox folder on my laptop. Why remains a mystery to me! I resolved my problem by printing a copy of my evaluation, scanning and saving as a JPG file that I could upload to my blog. Hence, the poor quality of the evaluation above. What was the problem? Any assistance would be welcome.

Collecting and Sharing Evidence of Learning

o    How can you apply these methods to collect digital evidence of learning of content apps?

A screenshot is an easy way to collect visual evidence of student work completed on the iPad because it is an easy process to learn and apply. It could be used to capture images of the stages of a project completed on an iPad. Screen shots could be taken throughout lessons by the teacher, class tutors and or students during lessons as students work through the stages of an app. For example, screen shots could be taken of stages involved in filming a script using iMovie or creating an animated movie using Puppet Pals 2.  Screenshots could have annotations or narration added noting whether work was completed independently or with support. Screenshots could be emailed or uploaded to shared files within the school. Evidence captured in this manner may be applicable as a student work sample that could be uploaded on Electronic Student Profiles (ESP) as evidence of student learning.

Having consistent access to iPads in the classroom would make this an efficient way to collect evidence of student work across curriculum areas.

o    How can these methods be used to collect digital evidence of learning from creation apps?

Some creative apps allow for students to create and save a work task which can then be shared directly from the app by emailing to other interested parties such as colleagues and parents. An app that allows direct email is Strip Designer and I would use this app for this purpose as students become familiar and skilled with this app.

Student work samples produced on other creative apps such as Puppet Pals, Sock Puppet, Explain Everything and iMovie can be saved as work samples and saved to the camera roll, where it can be exported to ‘Dropbox’ and saved in a shared folder. Other Dropbox members can be invited to view student work files in the shared folder. Files can be moved from the shared folder and access to the shared folder can be changed as circumstances require.

Student work samples can be saved to a public folder as a means of sharing files where Dropbox accounts are not present or considered suitable. These files can be viewed by anyone who has access to the public link. For this reason, it is essential to ensure that all files in this public file are appropriate for sharing. Photographs can be shared in this way also using the public photo folder.

o    Which methods of sharing evidence of learning will be most effective for each?

Email is usually the most effective means of sharing student work if the files are small enough to email as they can be emailed directly to the desired recipients including parents. If the files are too large to email, such as those using apps that contain several images, then it is necessary to save them to a shared medium such as Dropbox or a shared folder. This requires notify desired recipients to access the files in the shared folder, often via email notification, thus an additional step.

In our school we have a public folder, known as staff no backup, for storing and sharing large files off the school server. Teaching staff have access to these files via the NT Schools login. It is our school policy in my workplace that student work or student images must not be stored in Dropbox accounts due to privacy concerns by our principal. Therefore, sharing electronic evidence of student work is restricted to the use of the shared folders on the school server or the public staff folder as outline above.

Social media is not currently a way that I would share evidence of student work as I would be concerned about breeching student privacy issues and I know our principal would not be supportive of sharing evidence in this manner.

Creative Book Builder

Creative Book Builder is an app that I see potential for incorporating into classroom literacy lessons. What a great way to create, edit and publish a text! I particularly like that audio can be added to accompany an image which is excellent for oral language assessment and is excellent for   students with limited written literacy skills. This app is currently on a wish list for purchase for our school iPads. I created a short e-book using the app on my iPad but I’m unable to share on Dropbox as it contains student images.  

Magical Movie Creation

The Year 5 class teacher and I have discussed some ideas for using iMovie with her class. 

The ideas discussed are as follows:

Teachers could record student work and performances as a visual record which could be used to track student progress, for self-reflection and possibly peer feedback. Peer feedback can be daunting for upper primary students so this may not be appropriate.

Students could use iMovie to communicate ideas, present interviews, present a point of view, present creative writing projects with visuals, such as props, and music. Some projects would allow students to take on varied roles dependent on individual interests and talents e.g. writing, acting, filming, directing, music and visual creation, etc.

Students could tell personal stories and turn them into digital stories using pictures and images from their classroom and their lives.

Students could present a visual procedure of an experiment, cooking activity, craft creation, etc., by sequencing photographs or videos of the stages with narration and/or text included.

Students could create a pictorial record of excursions, sporting events, guest speakers by videoing or photographing the activity use the iPads, followed by using iMovie app features to edit, narrate and present a pictorial project on the specific event to the class, parents, school community, etc.

Students could create an animated movie by using Puppet Pals 2 app to create numerous scenes and then edit the scenes into a movie. They could include narration, sound effects and music. This type of project would be one where students might feel more comfortable about peer feedback because it would be their image on the screen but a character that they were presenting.

The limitations and issues that are of concern are the availability of iPads for the length of time needed to create the iMovie. The iPads at our school are currently few and are located in a central area for borrowing by the school. They are borrowed for lessons or a day and must be returned at the end of the lesson or each day. Additionally, it isn’t possible to ensure that your class receives the same iPads as the previous day making sequencing of stages of making an iMovie extremely challenging. A teacher has recently been given responsibility for monitoring the iPads so we will endeavour to find ways to address these concerns with her.  

The time factor to up skill students in the use of the iPad apps is difficult to balance against all the educational requirements. Very few of our students have access to iPads at home so most require support to learn to use the apps.  We are training small groups of students in the use of specific apps so they can mentor peers in their class. We are hoping that this process will gradually up skill students in the class. Eventually, this class of mentors may be able to assist in training students in other classes.

Engaging Animations (Middle Years)

As explained previously, I’m working with a colleague to incorporate the use of a couple of iPad apps in her classroom. We have started with the puppet apps, Sock Puppets and Puppet Pals 2.

After working with both apps for a short time, it is obvious that Puppet Pal 2 is the preferred app for upper primary students as it has a more extensive selection of locations, characters and accessories to be included as props for projects. There is also the flexibility of personalising characters by allowing photo head shots to add to the selection of characters, thus featuring yourself or friends as Santa, a dancer, soldier, etc.

Last week a group of year 5 students were introduced to Puppet Pals and its features - locations, characters and props. They were then asked to work in pairs to create a scripted story that presented a point of view. Just viewing the app features enabled them to brainstorm several ideas in a short timeframe and proceed with planning and writing their story and script. It was a brilliant writing stimulus that produced some interesting writing. The next stage will be the students producing the animated story using the Puppet Pals 2 app.

This unit also involved investigating the Animation Creator HD app. As a beginner, I found the Animation Creator HD app far more challenging than the puppet apps because I haven’t previously pursued developing skills in any ICT drawing programs.  My attempts at creating an animation were trial and error, focussing on the learning to use the tools. At this time I’m not prepared to share any of my attempts with this app.

I can see that it would take a lot more time for me to develop a level of skill in the use of this app before I would be prepared to introduce it to students for a work task. However, I see the potential for its use as an upper primary classroom tool. We know that children love cartoons and are always keen to present a work project they have created to their peers and others. Providing students with the opportunity to create work samples using the Cartoon Animation HD iPad app would engage the most reluctant students in the work task. The drawing tools and colour options would allow students to experiment and create animations in all areas of the curriculum. This app would provide a new creative medium for students especially those with an interest and /or talent in drawing. It could be used for classroom tasks where visuals are a feature such as a procedure, timeline or animated story. Good cartoons tell a story and often have a moral or story to teach so it could be used to create an animation to feature a ‘You Can Do It’ moral or an anti-bullying message. Animations are only short so they can convey a story or message that is simple such as ‘Don’t’ litter’. Another option could have students listening to a text or watch a news clip and create an animation that depicts the major events that were conveyed.

Engaging Animations

My current role is as support teacher implementing an online reading program that targets students individually or in small groups. Therefore, opportunities for me to incorporate engaging animations using ‘Sock Puppets’ and ‘Puppet Pals 2’ in my teaching role are extremely limited.

However, I’m beginning to work with a few students and the classroom teacher from the adjoining class to learn how to use these apps so they can be incorporated into learning tasks where applicable in her classroom. The teacher and selected students will mentor fellow students in follow-up tasks using the apps.

Some ideas we have discussed for incorporating the use of puppet apps in her classroom for individual and collaborative tasks are as follows:

•         Recount an experience such as a class activity, excursion, sporting event
• ·       Write a script & prepare animated storyline
•         Brainstorm ideas on a topic in a group & present to the class
• ·       Research & present a report on a topic of study
• ·       Interview a guest visitor to present a point a view on a study topic
• ·       Present a book report or review
• ·       Historical recount of events
• ·       Describe a timeline
• ·       ESL students use the characters to practice speaking and listening skills to develop their oral language skills
• ·      Reluctant speakers to crowds use the puppets as their oral presentation for an assignment
• 
  

Create a comic strip

Create and share a comic strip combining a number of your images from the iPhoneography section of this project. Reflect on the process and discuss potential uses of this app in teaching and learning practices.

Using 'Snapseed', I modified a few fun family photos using 'Snapseed' in preparation for creating the comic strip. Then, using 'Strip Designer' I proceeded to create my fun strip of a family wedding.

The process took a substantial amount of time as it was my first project using strip Designer. It was trial and error particularly when adding and aligning text boxes on images within the comic strip. In the classroom it would be time consuming and challenging to teach the skills required for all individual students to create their own comic strip. Initially, due to time restrictions, I will start by creating collaborative group comic strips with each student in the group creating one frame within the comic strip. 

After reading the article '10 Easy Ways To Get Started with iPads', I agree there are numerous ways to use Strip Designer as an app for presenting a range of student work as well as for teaching aids such as posters, procedures, timelines, reports, etc. More ideas on how to incorporate Strip Designer in teaching and learning would develop as proficiency in the use of the app improves for both teacher and students.

Children will definitely enjoy the adding text boxes, speech bubbles, captions and other effects to their photos to illustration a series of steps in a procedure, to present a book review, to report on a visiting presentation, to present a pictorial recount of an excursion, to create a timeline or to simply create a comic strip of ideas featuring photographs of student illustrations. Ideas for use are only limited by combining practical ideas, creativity and skill development in the use of the app. I will endeavour to incorporate the use of this app in a couple of student activities next term, probably as a procedure and also as a report on the school presentation or function for the school newsletter.

iPhoneography - Getting the most from the camera

Samples of my experimentation with Snapseed - as a keen amateur photographer I really enjoyed experimenting with this app. I took the original photos around Darwin and South Australia over the past four months. My efforts using Snapseed features are shown in contrasts with the original photo (bottom pics). Feedback welcome.

Pending storm

Geese grazing

Friendly war games

"Hey mate, what about me?"

Dusk At The Wharf 

Childhood Joy

Life At The Waterfront 

'Just Tied The Knot'

Stormy Seas

Precious Water

More on 'iPad Games Based Learning'

^{Explore 'A Must Have Guide to Gaming in the Classroom' then read 'Can Gaming Change Education?'. Discuss some of the key points from each resource.}

^{'A Must Have Guide to Gaming in the Classroom'}

^{The ‘dizzying pace of tech evolutions’ is a major challenge for teachers and administrators. The financial and personnel demands resulting from the tech evolution and the need to remain relevant to today’s students are both challenging and daunting. The purchase of new technologies for classrooms and the training of educators in the use of new technologies is an ongoing financial cost that is frequently beyond the budgets available to schools. In our school finances are so limited that it is paramount that wise choices are made when making technology purchases which factor in staff training and maintenance costs.}

^{The research indicated that it is important for schools to use technology to support learning with educational games. Engaged students are motivated to learn and motivating students can be challenging particularly for reluctant learners. Schools and administrators represented in the article overwhelming agree that tech games motivated students and a majority believed that they also allowed for learning to be personalised to the learner’s needs which makes tech games valuable for achieving individualised outcomes.  Today’s children have grown up with tech games making them familiar technologies that they enjoy. Thus the inclusion of tech games in education certainly makes sense!}

^{The explanation of how games help children learn makes a logical argument for including tech games in education. Tech games engage students in learning that has been designed to be interactive for the learner, with the learner in control of their actions and engaged in the educational task. Gaming activities are thought to stimulate the brain to produce dopamine which orients attention to the activity and allowing for better connections to be made between neurons. These connections in the brain are what learning is based on. Additionally teachers recognised that gaming activities developed teamwork and life skills such as problem solving, communication, collaboration and negotiation.}

^{The points raised in the article certainly support the inclusion of tech games in education across multiple ages, learning areas and educational environments.}  

^{‘Can Gaming Change Education?'}

^{With the advances in technology, cheaper prices, and a growing market for video games, children, young adults and even some seniors are playing video games more than ever, thus allowing greater acceptance by a broad range of the community. From a personal perspective I can state that I’m a late comer to gaming, only beginning to participate when I purchased my iPad as a means of learning about my iPad. Prior to this, being time poor, I had no real interest in investigating tech games as part of learning, relying on familiar board games.}

^{In the article, it was stated that ‘games don’t just affect enthusiasm’ and it stated that ‘research suggests that playing action games on a regular basis can alter a player’s attention skills’. In a control study it was deduced that regular games had ‘better focus and better visually selective attention’. It was also deducted that ‘action games push the speed of learning’. I found this extremely interesting.  Additionally, the concluding statement that indicted that the use of tech games are ‘not sufficient in and of themselves for a course of study’ but are valuable to reinforce learning of facts and procedures that may continue beyond the completion of classes. I have studied many subjects over the years where my knowledge has been short lived due to lack of a ‘need to know’ and therefore not of long term value. It is interesting to consider how learned facts could potentially be retained longer via the use of tech games.}

^{I am familiar with all the barriers discussed regarding the inclusion of tech games in education. All are relevant barriers to inclusion in my school environment and present the need for careful consideration mostly by senior school personnel. I have mentioned the financial barrier to purchase and maintain technical equipment, as well as the support for teacher training in tech game equipment and genres and their implementation in the classroom. I am therefore appreciative of the current professional training in ICT that has recently been provided. My ongoing challenge, and that of my colleagues, is the time factor necessary for course participation and personal skill development in the demanding environment of teaching.} 

iPad Games Based Learning

What are your initial thoughts about using iPad games for education? 

My initial thoughts are that using iPad games for education would have advantages for learners because they engage learners in an educational task, particularly reluctant learners. We know that play based learning is active learning and that play is the basis of children’s learning. It allows for learning to occur naturally at the developmental stage that is correct for the individual child. I believe that if learning experiences are presented in an irresistible way such as games, children will participate enthusiastically in the learning activity. Games allow for mistakes so learning is safe and non-threatening for the learner. The complexity of the games’ tasks increase as the learner works through challenges within the game, thus maintaining motivation for the learner. Play based learning through games should not replace traditional targeted teaching but instead compliment, reinforce and enhance learning. The issue is to select appropriate games as well as balance the use of games to achieve the desired educational outcomes as per curriculum requirements.

eBooks

Obviously there are some significant differences between traditional paper-based books and books in electronic format.

What do you think about iBooks and some of the book apps that were mentioned?

o    Is there a place for electronic books in education?

o    How might you using interactive electronic books in the classroom?

o    How might you use electronic books in the classroom?

I think iBooks are brilliant. They are a virtual bookshelf that provides access to multiple books, any place and at any time, via a single, portable device, making iBooks perfect for travel, study, etc. I enjoy the convenience of being able to readily purchase a book on iTunes and commence reading immediately rather than waiting until I can visit a bookstore.

The ability to create selections and categories is a helpful feature, providing a personalised filing system for readers.

Images are engaging in iBooks because you can expand the images to enable closer inspection of aspects of an image. This is especially useful when images are small or vision is poor. Enlarging font size or changing font is also use for reading when there is a vision issue. I have heard of people with deteriorating vision enjoying reading again because they can read enlarged print using iBooks. By changing the screen brightness it is also possible to improve reading conditions which is helpful.

A great option when reading is the ability to define words using an in-app dictionary. If further clarification is needed, the reader can search into the web or use Wikipedia. Highlighting sections of text as you read through a book is ideal for identifying key points of interest. Tracking back through the highlighted sections later provides an efficient means of targeting and summarising text. The option of altering the colour of the highlights enables highlighted text to be categorised. Additionally, highlights can be easily removed which makes texts available for use by others in their original form, thus ideal for educational purposes.

There is the option with iBooks to add notes as the reader progresses through a book, allowing for key notes and summaries to be made, thus also an ideal educational feature. At any time the reader can go back and review notes and provides access to the relevant highlighted section by tapping on the notes. Notes can be edited as well as selected and shared with colleagues or teachers via email or printed hardcopy. This feature makes iBooks ideal for collaborative tasks in education and business.

There are iBooks available that have audio and video features. The read-aloud feature has a narrator read the book to you with some books even highlighting the words as you read along, making them ideal interactive texts for children.

There is definitely a place for iBooks in education. The features outlined above make them ideal for fields of education, from early childhood to tertiary.

The interactive nature of iBooks engages reluctant readers to have-a-go. Students can be support in their reading journey with audio texts that highlight the words being read so they can read along. Options to define words with an in-app dictionary, bookmark information, highlight text, create notes, track and share summaries make iBooks excellent teaching resources.

The mobility of iBooks makes them user friendly, providing texts that are easily accessed via one device, thus eliminating the issue of carrying heavy, bulky textbooks around.

The wear-and-tear factor that occurs with repetitive use of traditional paper-based books is avoided with the use of iBooks. However, consideration of the cost and maintenance of the iPads needs to be factored in when financing iBook purchases.

We currently use interactive electronic books in our school using the Raz-Kids program. We use the Raz app for reading sessions for individual student reading support, in groups for guided reading and individually by students for sole reading. This reading program provides students with a levelled reader that has listening, reading and comprehension components. It is interactive, supportive and captivates even the most reluctant reader.

Electronic books are also being used as whole class studies focussing on targeted literacy outcomes.

Other ideas for using electronic books include follow-up literacy tasks such as an author study, creating a class eBook with a theme variation, create a reader’s theatre or play based on the book, grammar study by highlighting grammar with different colours, study genre structure, source definitions of new vocabulary, as a digital big book on a smart board, eBook mapping for geography combining eBook and a world globe, create illustrations to reflect story and create a class picture book, write an present a report based on an eBook, to support a literacy circle of activities, for reading assessments and as a readers corner for quiet reading.

Investigate the options of Email and Dropbox for managing files on an iPad.

      As a beginner to iPads I found it necessary to google reviews and articles in an attempt to understand both email & Dropbox features relevant to an iPad. I’m not sure I have a clear understanding of the pros and cons of each for file management but I have a better understanding than before I researched this topic. Anyway these are my conclusions…..

What are the pros  / cons for each option?

Dropbox

Pros

o   allows management of all your data files by storing in a single, secure place

o   data files stored on external cloud based service

o   works across platform and devices – Mac, pc, tablet, smart phone

o   data files available on all synced devices – work computer, home computer, laptop, iPad, smart phone

o   changes to files are automatically synced

o   automatically backs up your files on all synced devices

o   allows storage and access to files that are too large to store or transfer on email

o   free and simple to set up

o   easy to use, fast and free to storage quota of 2GB

o   teaching / learning tool – share file access for teacher and multiple students to share files, add files, download content, store visual presentations too large to email, time stamp submissions

Cons

o   access to internet / wifi  required for use

o   data is stored on a device you don’t own so you no longer have total control – target for hackers

Email on an iPad

Pros

·         allows management of all your data files by storing in on an email service such as Gmail

·         data files stored on external server

·         data files available on several devices – work computer, home computer, laptop, iPad, smart phone via Gmail

·         free and simple to set up

·         easy to use, fast and free to 10GB on Gmail

Cons

·         access to internet / wifi  required for use

·         data is stored on a device you don’t own so you no longer have total control – target for hackers

·         changes to files are not automatically synced

·         not shared access for teacher and multiple students to share files, add files, download content, store visual presentations too large to email, time stamp submissions

With my very limited experience in using iPads and after reading up on email on iPads, I have concluded that one major difference between the use of Email and Dropbox for managing files is the size limit of files. With emailed files many servers have an emailable size limit, so files containing images can be too big, thus not allowing access to large files via email. Using Dropbox allows storage and access to these larger files on an iPad. Also you still can’t save emails directly to your iPad.

In my current work setting Dropbox will allow me to: -

·         Move files and folders between my home computer, work PC, laptop and iPad

·         Extend the effective storage space of your iPad as I create files containing many images using iPad apps

·         Give access to resources via a single link such as training and lesson preparation. Currently at my school, Dropbox sharing isn’t used between colleagues or students.

·         Access email files easier with my iPad from my laptop, home pc & laptop

·         Storing resources that I will use in lesson and training

       With email, ntschools mail could be accessed via ‘Safari’ on an iPad but it would seem a less direct way to access email than using my laptop and then saving relevant files to ‘Dropbox’.  I will access my personal files on Gmail with my iPad.

Discussion - 'The iPad - What It Should and Shouldn't Be for Education'.

This exercise took a while as I was unsure of the requirements of the task regarding depth, word length, etc. Anyway this is it and hopefully I'm on track!

Outline and discuss the features of TPACK & SAMR giving examples of their application in teaching and learning. Read 'The iPad - What It Should and Shouldn't Be for Education'. Consider this blog post in terms of TPACK & SAMR. Do you agree / disagree with the author? Explain.

TPACK is a framework to support teachers in deciding how content knowledge, pedagogical knowledge and technology knowledge culminate to achieve the best outcomes for students. TPACK explains how all three of the components relate and support each other.

Content is the knowledge, concepts and skills, to be taught. Pedagogy involves the strategies and methods for teaching content, i.e. how best to deliver that content effectively to support learners. Technology is the digital and non-digital technologies and tools used to teach.

 An effective teacher knows content, understands how best to teach that content to their students,  and can select and use appropriate technology to effectively deliver the content of the lesson, within the context variables of specific learning environments, e.g. primary, secondary, tertiary.

TPACK is complex and involves many considerations according to the educational environment and situation present. However, all three components are integral to effective learning and must change and adapt over time. Developments in ICT have allowed for content to be taught in new ways that engage and support students with learning, as well as new ways to assess students and report findings, etc. Keeping up with technology and integrate it effectively, in ways that inspire and create, is one of the many challenges that face teachers today.

The SAMR has four levels to assist teachers integrate technology into teaching and learning.

Substitution: technology is replacing an earlier technology/tool without any real change in the tool’s function, e.g. writing a story using pages or notes on an iPad.

Augmentation: technology is replacing an earlier technology/tool with functional improvements, e.g. students using embedded tools like spellcheck, dictionary, and thesaurus.  

Modification: technology enables the redesign of the task, e.g. students add writing to a blog, a wiki or shared Google apps to be worked on collaboratively with the teacher and other students.

Redefinition: technology allows for the creation of new tasks, previously inconceivable without technology, e.g. collaborate globally on a common writing task or project, research and share findings via Skype and blogs, etc.

When applying the SAMR model the goal is for educators to integrate technology at modification and redefinition levels in their teaching and professional learning. Using technology at the first two levels of the SAMR model may enhance the learning experience for the learning through the use of new technology. However, applying technology at the levels of modification and redefinition can transform the educational experience for both teacher and learners.

I do agree with most of what was expressed by the author in the blog, 'The iPad - What It Should and Shouldn't Be for Education'. Today, interaction with multimedia is definitely the way our youth experience the world. Exposure to multimedia from an early age means they aren’t afraid to explore and experiment with different apps and, as a result, learn as they interact and trial the features of apps.  The integration of iPads definitely engage students and this aspect makes them valuable tools as there are too many disengaged students in the classroom.

The technology learning journey can provide opportunities for combined teacher and students to learn together. However, as outlined in the TPACK model, to successfully integrate technology, pedagogy and content, there needs to be a level of teacher and learner competence in the use of technology.

According to the SAMR model, initial use of iPads with my students has been be at substitution and augmentation level, but I think this serves the purpose of teachers and students developing skills in the use for an iPad. As I improve my knowledge and skills in the use of iPad apps I will have the confidence to move from student learning tasks at the substitution and augmentation levels through to learning tasks at modification and redefinition levels.  In this way I can better support my students in their learning experiences with iPad apps.

I agree that the versatility of the iPad makes it an ideal technology for the classroom. An iPad has a diverse range of applications and, being a single device that can replace several others previously required for a task, is an ideal tool for any classroom. With the financial constraints that exist in schools today, making purchases and funding maintenance issues in technology require much research and planning.  This makes the purchase of sufficient iPads as a viable technology in schools very challenging. Therefore, I agree that whilst it would be ideal to have many iPads in every school today, it isn’t practical. In our school iPads will be slowly integrated as part of the technological tools to be added to the current technology used. Therefore, this allows time for teachers to develop knowledge and skills in the use of iPads whilst continuing to use familiar technology in new ways, e.g. to blog and Skype.

This week, with just a couple of glitches, I’ve worked my way through the introductory activities for ‘iPads in the Classroom’. I now have a Dropbox account and a blog to be used as my reflection journal. My next challenge is to remember even more logins and passwords. J