Implementing iPads into the Classroom
Conn, C. (2012 June/July). Managing and maximizing a class set of iPads. Learning & Leading with Technology, (39)8, 32-33.
In this article, Cynthia Conn discusses the process for implementing a class set of iPads into the classroom. Conn begins by noting that it is important for both teachers and students to have a clear set of rules and objectives for the iPads. This gives students as well as teachers ownership for the devices and gives them a clear sense that they must use the iPads responsibly. From a teacher’s perspective, they were curious to find out how iPads could differentiate learning, what apps would align with NETS-S standards, what training they would need, and how they could be best implemented into the classroom. Meanwhile, the students were eager to simply get their hands on the devices, and their list of rules for the devices proved that they were genuinely interested in responsibly using the iPads in class.
Conn notes that in observing the iPads in use, teachers and administrators visiting the shcool found it hard to determine who the special needs students in the classes were because all of the students were so engaged and on task when using the iPads. The rave reviews the iPads received influenced this particular school to purchase more iPads for other grade levels in their school.
Conn wrote this article in order to prove that technology in the classroom, specifically iPads, can be an extremely effective way to differentiate learning in the classroom. She concluded her thoughts with the idea that many schools are studying and conducting intensive research on what the effects of iPads in the classroom are. Personally, I feel that I could incorporate iPads into the classroom in many ways, but the most obvious one is to have the books we read electronically on the iPad. This will save costs in the long run by allowing schools to not have to purchase individual paper copies, and it will also ease the burden on the environment.
This article relates to the fifth NETS-S Standard, “5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity c. demonstrate personal responsibility for lifelong learning d. exhibit leadership for digital citizenship.” It was very admirable how much these particular students took responsibility and pride in their new devices, allowing more students in the future to share in this same experience.
As fun and exciting as iPads are, I think it's good to play the devil's advocate and ask, "What can we do on iPads that we can't accomplish otherwise? Is the learning that takes place really worth the expense? Can the same learning be accomplished in other ways, like occasional, pre-existing computer labs?"
ReplyDeleteAnother thing to consider is vision problems. If you ask an ophthalmologist about computers and children, they will say that computer and electronic device time should be limited. It's easy to get enthused about technology, but we have to consider if it's worth the cost and what unintended consequences we might encounter, like eyestrain and focusing problems. (Kozeis, 2009)
Kozeis, N. (2009) Impact of computer use on children's vision. Hippokratia. 2009 Oct-Dec; 13(4): 230–231. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2776336/