Ipads in the Socials Classroom

Implementing iPads into the Socials Classroom

ETEC 532 65A April 8 2012 Ale ander !e Cosson "ichael Singh #5$820$6$

Ipads in the Socials Classroom The iPad Experiment The st%dents in m& grade se'en class are %sed to completing research pro(ects )or socials* The& are c%rrentl& +or,ing on a t&pical li-rar& research pro(ect +hich in'ol'es se'eral stations* The st%dents are in gro%ps o) 5 and the& rotate thro%gh 6 di))erent stations* Each station re)lects a di))erent aspect o) ancient Eg&ptian c%lt%re. li,e dail& li)e. m%mmi)ication etc* The ma(orit& o) the +or, is )illing o%t +or,sheets* /hile the& ha'e ne'er reall& e pressed a displeas%re )or this acti'it&. I +anted to integrate o%r ne+l& p%rchased iPads to help ma,e their research pro(ects a more meaning)%l learning e perience* Instead o) (%st )illing o%t +or,sheets. I +anted them to )oc%s on colla-orating and creating a pro(ect o) their o+n* The research pro(ect that I designed )or m& st%dents also centered aro%nd ancient Eg&ptian c%lt%re* The& each selected partners and +ere gi'en se'en topic areas to choose )rom* The partners then had to ran, in order o) pre)erence. their areas o) interest* I +anted to gi'e them some choice -%t at the same time ma,e s%re all aspects o) the ancient Eg&ptian c%lt%re +ere co'ered* As it +or,ed o%t. each gro%p +as assigned their )irst or second choice* I +as happ& +ith this res%lt and so +ere the st%dents* I +as hoping this +o%ld -e a moti'ating )actor in allo+ing the st%dents to research an area the& +ere gen%inel& interested in* 0or each pair I had prepared a -oo,let +hich consisted o) some prompting 1%estions. and some -ac,gro%nd in)ormation on their topic area* Each pair +as to choose 2 or 5 o) the 10 1%estions to e amine in more depth* The& +ere to %se the in)ormation I pro'ided as an introd%ction and +ere to )ind the rest o) the in)ormation thro%gh internet research %sing the iPads* The& +ere as,ed to %se a 'ariet& o) +e- sites to so%rce their in)ormation and +ere to ta,e notes and ,eep trac, o) the +e- sites the& %sed* 3nce the& had eno%gh in)ormation. the& +ere then as,ed to compose a presentation %sing the program 4e&note on the iPads* 4e&note is a program that allo+s the st%dents to p%t together a slide5sho+ t&pe presentation similar to Po+erPoint* 3nce completed the& +o%ld present their mi ed

Ipads in the Socials Classroom media prod%ctions to the class* 6 A%thorship o) media te ts cannot -e e1%ated +ith agenc&. -%t the techni1%es o) prod%ction can -e applied to )orms o) critical anal&sis that open %p alternati'e positions )rom +hich st%dents can thin,. de-ate and act*7 8 9old)ar-. 2002. p*:2; 0or this reason. I +as hoping that the st%dents +o%ld get a more meaning)%l learning e perience . criticall& thin,ing as the& pieced together their presentation* I am )ort%nate to ha'e a smart -oard in m& room. +hich +e +o%ld %se to displa& the st%dents )inished presentations and disc%ss them as a class* The st%dents had prior e perience %sing iPads. speci)icall& 4e&note* Earlier in the &ear. +e +ent on a class )ield trip to the Apple Store )or a +or,shop on 4e&note* All o) the st%dents created a presentation in partners d%ring this )ield trip so the& all +ere )amiliar +ith the program* The st%dents reall& en(o&ed +or,ing +ith the iPads d%ring this )ield trip* The& +ere eager to %se them again*

Benefits 3ne o) the ma(or -ene)its o) the iPad is ho+ it appeals to a +ide range o) st%dents* St%dents that are ,inesthetic and tactile learners en(o& +or,ing +ith the iPad ta-lets -eca%se the& can %tili<e the to%ch screen to s+ipe. e pand. and t&pe* 6 The interacti'e aspect o) the iPad appeals to the ,inesthetic learner -eca%se the apps moti'ate st%dents to manip%late the content7 8 =ennett. 2011. p*23; As the st%dents manip%late the content the& remain acti'el& engaged in the acti'it&* This has pro'en to -e especiall& %se)%l )or st%dents +ith a%tism +ho thri'e on m%lti5sensor& o%tp%t* 6 As li-raries. parents and pro)essionals loo, to in'est in adapti'e e1%ipment )or indi'id%als +ith a%tism. the iPad holds a lot o) promise*7 8 Price. 2011 p*16; >ot onl& do iPads appl& to -oth ,inesthetic and a%tistic learners -%t those st%dents +ho are technologicall& inclined as +ell* This is a de)inite -on%s +hen tr&ing to incorporate ne+ technolog& in the classroom. iPads de)initel& appeal to a di'erse gro%p o) st%dents*

The ne+ generation o) st%dents are %sed to m%lti5tas,ing and -eing connected to the internet at all

Ipads in the Socials Classroom times* /hether thro%gh social media or on their cell phones. st%dents ha'e a need to -e al+a&s connected* 6The& share their tho%ghts. )eelings . and ideas +ith )amil& and )riends electronicall& and the& are acc%stomed to instantaneo%s in)ormation retrie'al and comm%nication*7 89a+ele,. 2011. p*28; This is one o) the ,e& )eat%res that mo-ile technolog&. speci)icall& the iPad is great at )%l)illing* The si<e o) the ta-let allo+s )or eas& transport. and the 1%ic, access to the internet helps pro'ide st%dents +ith re)erence material li,e dictionaries. thesa%r%ses and atlases at their )inger tips* The iPads ha'e a

$ inch to%ch screen. +ith a m%lti5to%ch displa& that is 'er& %ser )riendl& and most st%dents can learn ho+ to %se it in min%tes* 6 It is so int%iti'e that e'en ,indergarten st%dents need little or no instr%ction on ho+ to manip%late the de'ice*7 8=ennett 2011.p*23; All o) the st%dents either o+n or ha'e %sed an iTo%ch or iPhone +hich operate the same +a&* The iPads ha'e -l%e tooth and /i50i capa-ilit& +hich allo+ peer to peer sharing* The iPads also ha'e the capa-ilit& to integrate se'eral %se)%l tools into one de'ice? the& ta,e pict%res. email. ha'e a -%ilt in mic and spea,er. +e- -ro+ser. e5reader. maps. access to doc%ments. spreadsheets and the a-ilit& to create presentations* The& also ha'e tho%sands o) apps a'aila-le )or do+nload. +hich can help +ith speci)ic tas,s li,e note ta,ing* "o'ing a+a& )rom the technical aspects o) the iPad. I +anted to )oc%s on a )e+ -ene)its that I o-ser'ed directl& +hile +or,ing +ith the st%dents* "an& st%dents in m& class )o%nd the help )%nction on the iPads to -e 'er& %se)%l* /hen st%dents +ere ha'ing di))ic%lties. the& simpl& highlighted the pro-lem area and hit the help icon on the top le)t corner o) the screen* A pop %p screen came %p that o))ered help)%l s%ggestions. that in most cases helped to sol'e the iss%e* 3ne o) the st%dents in m& class disco'ered a help)%l )%nction +ithin the 4e&note program* This )eat%re +as called presentation notes* This )eat%re allo+ed st%dents to attach presenter notes to indi'id%al slides* This +as a %se)%l tool -eca%se it allo+ed st%dents to do their research pro(ect 'irt%all& paperless* The& +ere a-le to ta,e notes on the iPad itsel) +itho%t ha'ing to %se a separate piece o) paper* These notes +ere onl& present d%ring the creation process and +o%ld remain hidden d%ring the act%al mi ed media presentation*

Ipads in the Socials Classroom This +as a pop%lar )eat%re +ith the st%dents. as it +as not onl& en'ironmentall& )riendl& -%t also helped ,eep the st%dents ro%gh +or, organi<ed all +ithin the program itsel)*

Challenges 3ne o) the main challenges o) %sing iPads in the classroom is )irst ma,ing s%re the correct in)rastr%ct%re is in place* It +o%ld -e great i) the process +as as eas& as -%&ing a class set o) iPads and p%tting them to %se right a+a&* @n)ort%natel&. this is not the case* This is a complicated process and in'ol'es coordination among sta)) and st%dents. not to mention the )inances to -%& the necessar& e1%ipment to help things r%n smoothl&* 6In order to %se personal de'ices in school settings. the schoolAdistrict needed to create a common iT%nes acco%nt and dedicate a comp%ter to s&nc. share and organi<e applications 8apps; . content and s&stem settings*7 8Crichton 2011. p*80; At o%r school +e ha'e a "ac -oo, that is dedicated to managing o%r i!e'ices +hich incl%de 30 iPads and 30 iPod to%ches* /e ha'e a =ret)ord s&ncing cart )or the iPads and iPod to%ch de'ices* This allo+s %s to s&nc all o) these de'ices at once rather than one at a time. +hich +o%ld -e 'er& time cons%ming* The iT%nes acco%nt is managed -& a hand)%l o) teachers +ho ma,e %p o%r technolog& committee and +e ha'e st%dent 'ol%nteers +ho help s&nc and charge the de'ices each night* Another -ig challenge is the iss%e o) /i50i* /e ha'e had to str%ggle +ith o%r school -oard to allo+ %s to %se +ireless internet +ithin the school so that o%r st%dents can %se the iPads to their )%ll potential* This can pro'e to -e a di))ic%lt -arrier to o'ercome )or man& ed%cators as di))erent school -oards ha'e 'ar&ing policies on +ireless internet %se +ithin the school* Some school -oards ha'e concerns o'er st%dent access +hile others site health concerns* 6 "ost school districts in the Bo+er "ainland ha'e alread& installed /i50i net+or,s in their schools* Co+e'er. in >e+ /estminster. the school -oard has decided to hold o)) on s%ch plans %ntil more in)ormation is a'aila-le on the potential dangers associated +ith these lo+5le'el electromagnetic )ields*7 8Elias. 2012; /itho%t ha'ing /i50i

Ipads in the Socials Classroom capa-ilities in schools. it can se'erel& limit +hat st%dents can do +ith the iPads* Ca'ing eas& access to the +orld +ide +e- is a central )eat%re +ith mo-ile technolog&* An important step )or teachers that are hoping to implement mo-ile technolog& into their room is to loo, into their school -oardsD polic&. and indi'id%al schoolDs polic& regarding /i50i access* 3nce /i50i access is permitted. the ne t challenge )or schools is to de'elop a set o) g%idelines or %ser polic& )or st%dents and sta)) +hen %sing +ireless internet +ith mo-ile de'ices* 6Inherent in the opening o) school net+or,s )or personal. mo-ile de'ices is the need )or %sers to )%ll& %nderstand accepta-le %ser g%idelines and ethical practices* !igital citi<enship. as a responsi-le +a& o) sharing applications.8apps; and %sing school -ased +ireless net+or,s appropriatel&*7 8Ei--le 200:; At o%r school. each teacher and st%dent are gi'en g%idelines regarding appropriate %se and are then as,ed to sign a contract* All teachers at o%r school go thro%gh iPad training +ith o%r technolog& committee and are onl& then allo+ed to %se the de'ices +ith the class* !%e to the cost o) the de'ices and possi-ilit& o) mis%se. it is 'ital that these meas%res are ta,en to ens%re that the iPads are %sed correctl&* >o+. that the school +ide challenges ha'e -een addressed. there +ere a )e+ challenges that m& st%dents e perienced +hile +or,ing on their pro(ects* Since the iPads do not ha'e a -%ilt in ,e&-oard. some st%dents )o%nd it di))ic%lt to t&pe on* The iPadDs do ha'e an on screen ,e&-oard -%t it is o-'io%sl& m%ch smaller than the traditional one. and it ta,es some getting %sed to* An& pro(ect that re1%ires a lot o) t&ping +o%ld -e a lot easier to do on a laptop* The& also had iss%es +ith the ,e&-oard sho+ing %p in the middle o) the screen +hich -ecame an anno&ance -eca%se it -loc,ed +hat the st%dents +ere t&ping* 3ther st%dents had the on screen ,e&-oard disappear altogether and +ere %na-le to retrie'e it* Than,)%ll&. the sol%tion )or the last t+o ,e&-oard iss%es +as a simple reset o) the de'ice* Another challenge some st%dents had +as editing te t* /hen st%dents +anted to edit te t the& had to select the area -& to%ching the screen* I) the te t +as relati'el& small it +as di))ic%lt to pinpoint the e act area -& %sing &o%r )inger* This too, some tin,ering +ith -e)ore the st%dents +ere a-le to edit the

Ipads in the Socials Classroom e act area. +hich +as a dra+-ac, o) not ha'ing a mo%se* The last ma(or challenge st%dents had +as sa'ing their +or, on 4e&note* Since the iPads +ere %sed -& the +hole school. I %rged st%dents to sa'e their +or, -oth on the iPad itsel) and send a cop& to each gro%p mem-ersD email* This s&stem +or,ed +ell )or most. -%t some st%dents +ith larger )iles +ere %na-le to email the )iles d%e to si<e restrictions* @n)ort%natel&. there +as no )%nction in 4e&note to condense the )ile. so some st%dents had to r%n the ris, o) (%st sa'ing on the iPad itsel)* This iss%e )its into the realm o) man& other pro-lems that &o% +o%ld r%n into +hen %sing a de'ice that +as meant )or personal %se. in a p%-lic ed%cation setting +here se'eral people +ill -e %sing the same de'ice*

Conclusion 3'erall. I )o%nd implementing the iPads into m& socials se'en class +as a re+arding and e&e opening e perience* E'en tho%gh there +ere se'eral challenges. I am e cited to contin%e to learn inno'ati'e and engaging +a&s to %se these mo-ile de'ices in m& classroom* Than,)%ll&. the in)rastr%ct%re +as set%p at m& school. as I can see that this is a ma(or h%rdle to o'ercome )or man& ed%cators* I ha'e not seen m& st%dents +or, so diligentl&. +ith concentration on a pro(ect all &ear* The& contin%ed to -e enth%siastic a-o%t +or,ing +ith iPads e'en a)ter the pro(ect +as complete and are loo,ing )or+ard to the ne t time +e %se them* This is a phenomenon that I ha'e &et to o-ser'e in m& ten &ear teaching career )or a school s%-(ect that is not art or P*E* related* I am e cited to e plore the possi-ilites that +or,ing +ith the iPad holds* The ne t step is to see ho+ long the enth%siasm +ill last or i) the no'elt& )or %sing the iPads +ill +ear o)) li,e that o) an& other ne+ to&*

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