CIPETEC53

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CollaborativeInquiryProject(CIP),2014
ETEC532
TeachingSocialStudieswithiPads
Group1:JustineFrazee,AnneBeaumaster,CharlottePaterson,DanielPegus,
KaraleaHoyano
AnnotatedBibliography
Berson,I.R.,Berson,M.J.,&McGlinnManfra,M.(2012).Touch,Type,andTransform:
iPadsintheSocialStudiesClassroom.NationalCouncilfortheSocialStudies,
76(2),8891.Retrievedfromhttp://www.educatingexcellence.com/uploads/
1/2/3/2/12327484/ipads_in_ss_article.pdf
ThearticleiscenteredonMs.WeiandherthirdgradeteacherataTitle1schoolinTampa,
Florida.Sherecognizedthateverystudentinherclasshasuniquecultureswithaheritageof
challenge,triumph,andperseverance(p.88).Ms.WeiacquiredthreeiPadsforherclassand
usedthemtoengageherstudents.BystudyingthegeographyoftheCaribbean,shehopedto
facilitateherstudentsdiscoveryofculturallybasedsimilaritiesanddifferencesbetweentheir
livesandthelivesofchildreninHaiti.TheiPadservedasaconduitforfosteringclassroom
communitybuildingaswellaspromotingsocialstudieslearninggoals(p.88).Thestudentswere
engagedandfosteredstudentcentricconstructionofknowledge.Overherdecadeofserviceas
aneducator,shehasobservedhowtheincreasingdiversityofthestudentpopulationhascreated
thrivingcommunitiesofmulticulturalandmultilinguallearnersinareaschools.
Therestofthearticleexplainstheimportanceofusingmultitouchtechnologytoenhance
learning.WhenteachersintegratetheiPadintocollaborativelearningexperiences,studentsmay
takeadvantageofsocialmediaandweb2.0resourcesandparticipateinsocialknowledge
constructionastheyconfrontauthentic,complexproblems(p.89).ThebenefitsofiPadsarenot
withouttheirchallengesforbothteachersandstudents.Thereareover90,000differentappsthat
needtobeleveragedtomakelearningmeaningful.Whencomparedtoamoretraditional,paper
basedlesson,itappearedthattheiPadbasedinstructionpromptedcloserattentiontotheprimary
sourcesandbroughtthehistorytolifeforstudents(p.90).Overall,theiPadisawonderfultool
touseinsocialstudieslessonsbecauseitcanigniteimagination,creativityandempower
studentstothinkcritically.

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Culn,A.L.,&Gasparini,A.(2011).iPad:anewclassroomtechnology?Areportfrom
twopilotstudies.INFutureProceedings,199208.http://ciaosonowilly.com
/_Articles/Imaginarium/_Pdf/iPadANewClassroomTechnology.pdf
ThisarticlewasareportfromtwopilotstudiesthattookplaceattheUniversitylevelandina
Grade4classroom.Itfollowstheacademicandtechnologicalchallengesthatwereencountered
bybothgroups.Acomparisonisformedwiththedifferencesandsimilaritiesbetweenthetwo
environmentsinwhichtheiPadwasintroduced.Averydetaileddescriptionoftheprocessthat
tookplaceinthedeploymentofthetechnologyisgiven.Thiscouldprovidealotofinsightto
teacherswhowouldliketoknowwhattoexpectwhenstartingout.Thedataissummarizedfrom
surveysandinterviewsthatweretakentogainmoreinsightthanjustfrommakingoutside
observations.Thisarticlealsorevealedfromtheresearchthatattheelementarylevelthesharing
ofinformationamongsteachotherwashighlyobserved,andeasilyincorporated.Notonlydoes
thisreportofferaninterestingcomparison,italsodemonstratesaninsightfullookattheadoption
oftechnologyintotheclassroom,andhowteachersandstudentsresponded.

Daley,S.(2013).Appsforsocialstudies:Areview.OregonJournaloftheSocialStudies,
1(1),95101.Retrievedfrom:http://www.oregonsocialstudies.org/
wpcontent/uploads/2013/01/OJSSJournal0101.pdf#page98
Thisarticlereviewsseveralapps,bothfreeandpaidthatcanbeusedinspecificallyforSocial
Studiesclassrooms.ItlooksatAppsthatareusefulinclassroomswherethereisa1:1ratioand
thosewherethereareonlyafewiPadsoreven1.Itmentionsseveralappsthatcanbeusedfor
teachersandstudentstocreatecontentfortheiPad.IfateacheronlyhasoneiPad,theycan
createcontentandputitonlineforstudentstosee.Ifstudentshaveaclassset,itcanbeusedasa
regularpartoftheireverydayclassroomactivities.Italsomentionsthebenefitsofusingpolling
appsinSocialStudies,likeShowofHands.Thedownsidetothisarticleisthatmanyofthe
contentappsreviewedarebasedonAmericanHistoryandtherefore,wouldnotapplyto
CanadianHistoryclasses.AsearchforCanadianbasedSocialStudiesContentappsisfurther
needed.
Heil,Jean.(November14,2013)iPadIntegrationintheSocialStudiesClassroom.
Retrieved
from:https://www.youtube.com/watch?v=NRzkdyuOAxc
ThisisaYouTubevideoofapresenter(JeanHeil)whoissharingherexperiencesandexpertise
usingiPadsintheSocialStudiesclassroom.ShereviewswhyshefeelsiPadintegrationis
importantandwhyitisavaluablelearningtool.ShecompareshowiPadsoutweighsomemore

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traditionalmethods.Sheexplainshowthe21centuryskillsareeverchangingandhowweas
educatorsneedtoaidourstudentsbyencouragingthesevaluableskillssotheyarebetter
preparedforschoolandcollegelateron.Herfocusistointergratetechnologytomakeituseful
forstudents.Notjustusingitforthesakeofusingit,butrathermakingitmeaningfultostudents
andhaveapurpose.Shediscoversthebenefitsinrelationtosocialstudiesinparticular,shealso
brieflydiscussestheconswhicharevaluabletoknow.Thisvideohasmultiplepartsbutthis
endsonexploringlessonplanningandgetsintoallthewonderfulappsandtoolsthatare
available.
Part2isseenhere:https://www.youtube.com/watch?v=F8Bhm5IK18g

Holland,B.(n.d.).iPads:FromPedagogicalCrutchtoEducationInnovation.Edutopia.
RetrievedMarch21,2014,fromhttp://www.edutopia.org/blog/
ipadspedagogicalcrutcheducationinnovationbethholland
InthisarticleexamplesofhowiPadsarebeingusedandintegratedintoclassroomlearning.
UsingtheiPadasareinforcementorcrutchforlearninginapositivesupportivemethod.The
articleexploressomegeneralideasforusingtheiPadingeneralnewmediaareas,suchastaking
theiPadsoutsideoftheclassroom.ThearticlepushesfortheuseoftheiPadforcreativeand
innovativeprojectsthatcanbemorestudentleadandfocused.Thearticlefeaturesavideo
KindergartenButterfliesLearningandCreatingwithiPadsinKindergartenfoundat
https://www.youtube.com/watch?feature=player_embedded&v=Y5b6y7DJuYkwhich
demonstratesKstudentsworkingcollaborativelytocomeupwithideasthatleadthemtousing
theiPadstoexplaintootherswhattheyhavelearnedfromaparticularproject.Thearticlealso
specificallyhighlightsapps,andlinkstofollowteachersonTwitterwithexamplesofsomeofthe
waystheyhaveimplementediPadsintotheircurriculums.
Kharbach,Med.(2013)16Excellentipadappsforsocialstudies.Retrievedfrom:
http://www.educatorstechnology.com/2013/01/16excellentipadappsfor
social.html
ThisisareviewofusefulappsfortheiPadsinrelationtothesocialstudiesclassroom.They
breakdownthecontenttoGeographyandHistory.Thearticleprovidesabriefdescriptionofthe
appanditsuse.Italsohassomehelpfultipsandtricks.Someoftheappsaregearedmore
towardsAmericanbutcouldbeusefulinHighschoolforHistorylessons.Thesmallwriteup
makesiteasyforteacherstoquicklyfindtheinformationtheyarelookingfor.
LaurierResearch.21stCenturyLearning:iPadsintheelementaryclassroom.Retrieved

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fromhttp://www.wlu.ca/documents/56439/Mueller_21st_Century_Learning.pdf

JulieMuellerandEileenWoodoptedtoinvestigatetheuseofiPadsandtechnologyinthe
classroomsetting.Thesoughttoresearchhowtechnologywasbeingusedasaneducational
tool.Partoftheirfocuswasintegratingtechnologyisproblemsolving.Learningtoproblem
solveandbeinnovativeabouttechnologicalsolutionswastherealtaskofourresearch,said
Mueller.Inobservingclassroomsettingstheycametoanumberofdiscoveries,theynarrow
themdowntofourbroadusesfortechnologyintheclassroomsetting.Research;informationand
answeringquestions,Backchanneling;inclasslivestreamingandteacherreadaloud,
gaming;playingwithpeersandeducationalfreetimeandcurriculumresource;usingdifferent
applicationsforavarietyofsubjectareas.TheirresearchdiscussesthatiPadsandtechnology
doesntalwaysapplytoeverythingoreverysubjectbutasawholeitadaptstoavarietyof
learningstylesandenvironments.Theydiscussthatstudentsknowhowtousethetechnology,it
islearningtouseitresponsiblythateducatorsneedtoaidwith.Educatingonappropriateuse
andapplicationsisimportantinordertoproducedigitallearners.TheyconcludedthatiPadsare
agreatadditionandrecommendationforanyclassroom,statingthatThisis21stcentury
learning,combiningcreativity,criticalthinking,communication,andcollaboration.
Matheson,D.(n.d.).ALookAtEducationTechnologyAndSocialMedia.Edudemic.
RetrievedMarch21,2014,fromhttp://www.edudemic.com/education
technologyandsocialmediamatheson/
ALookAtEducationTechnologyAndSocialMediaperformsacomparisonbetweenthe
traditional19thCenturyIndustrialclassroomteachingmethods,andtechnologyassistedteaching
usedby21stCenturystudents.Thesocialaspectofthelearningthathappenedwiththe
technologyinacollaborativesettingishighlighted,andtheresultsthatfollowedwhenthe
studentsworkedontheirassignments.Itwasnotedthatstudentsactuallypreferredtoshare
devices34toascreentoexploreanddiscusstopicstogether.Thestudentsalsopreferredto
writecollaborativesummaries,andendedupsharingbeyondjusttheirimmediateassigned
group.Thisisareallyinterestingconceptthatteachersneedtokeepinmindwhendeveloping
lessonsthatarefocusedaroundtheuseoftechnologyinalargegroupsetting.

Melhuish,K.,&Faloon,G.(210).Lookingtothefuture:MlearningwiththeiPad.
ComputersinNewZealandSchools:Learning,Leading,Technology,22(3),116.
RetrievedMarch20,2014,from
http://researchcommons.waikato.ac.nz/bitstream/handle/10289/5050/Looking
%20to%20the%20future.pdf

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ThisisascholarlypaperthatexaminestheaffordancesandlimitationsofusingtheAppleiPadin
theclassroom.Becauseweoftenexperiencethenewbestthingthatwilltransformteaching,
thepaperbeginswithacautionaboutwhetherornotthisnewdevicewillcatchonandremainas
viabletooltouseineducationinthefutureorwillitbejustapassingtrend.Evenso,themain
affordanceofwhattheycallMlearning(mobilelearning)withtheipadisthatlearningcan
happeninonesowncontext;intimeandinlocation.Additionally,ipadsareaffordableand
portableandtheyallowsforconnectivity.Theycanbecustomizedforindividualpurposes
specificallywiththevariedandextensivechoiceofapplications.Thecautionforthisnewtoolis
theneedtouseitwithsoundteachingpractices.
Milman,N.B.,CarlsonBancroft,A.,&VandenBoogart,A.(2012,June).iPadsina
prek4thindependentschoolyear1enhancingengagement,collaboration,
anddifferentiationacrosscontentareas.Theinternationalsocietyfor
technologyineducationconference,SanDiego,CA.Retrievedfrom:
http://www.naace.co.uk/publications/longfieldipadresearch
Thispapersummarizesacasestudyofa11iPadinitiativeinank4schoolintheU.S.Thestudy
wasamixedmethodsstudy,involvinginterviewsandclassroomobservationsin6different
classrooms.Thestudyfoundanoverallincreaseinstudentengagement,collaborationand
differentiationincontenttoaddressindividualneedswhenipadswereusedintheclassroom.
Althoughtheactivitiesweredirectedtowardsmathandreadingandwritingactivities,teachers
didusethemacrossothersubjectareas,includingSocialStudies.Itdoessuggestthatfurther
researchisnecessaryonpedagogicalpracticesusingiPads.

ProvinceofAlberta,asrepresentedbytheMinisterofEducation.(2011,October11).
IPads:Whatarewelearning?:Summaryreportofprovincialdatagatheringday,
October3,2011(Rep.No.ISBN9780778598602).RetrievedMarch18,2014,
fromALBERTAEDUCATIONCATALOGUINGINPUBLICATIONDATA
website:
http://education.alberta.ca/media/6684652/ipad%20report%20%20final
%20version%2020120320.pdf
ThisisatwentyfivepagereportputoutbytheAlbertaSchoolBoardwhichreflectsofaone
dayconferenceonipads.Informationfromthisreportwasgatheredfrompanelists,roundtable
discussionandTwitterfeed.Participantswereteachersandadministratorswhousedipadsin
theclassroom.Usingexamples,thereportillustrated,howipadscaneasethetransitiontoa

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learnercentered,inquirybased21stcenturyeducationalmodelfromanindustrialized20th
centurymodel.Theyfoundthreeareaswhereipadsexcel:improvedengagement,
differentiatedlearning,andenhancedassessmentpractices.Challengesofusingipadsinthe
classroomincluded:devicemanagement(deployment),financingandproprietary
limitations.Overall,theapparententhusiasmfortheipadalongwithexamplesofsuccessful
ipaduseillustratedanenthusiasticendorsementofthistool.

RedingtonBennett,K.(DectoJan20112012).LessThanaClassSet.Learning&Leading
withTechnology,39(4),2225.Retrievedfromhttp://www.learningandleading
digital.com/learning_leading/20111201#pg24
LessThanaClassSetexplainsjustacoupleofiPadsineachclassroomcansupportand
enhancelearningandfacilitateindividualizedinstruction(p.22).ThroughtheuseofiPads,
Bennettwasabletodemonstratethatherpreserviceteacherscouldcreatemeaningfuland
engaginglessons,usuallyinelementarylevelmath,withsupportfromavailableapplications.
Shedescribestheimportanceoforganizingtheappsandusingscaffoldingtechniquesinorderto
ensurethattheiPadisfunctioningtomeetthedifferentskilllevelsinclassrooms.Thereare
manybenefitsofusingthesemobiledevices.Studentsinteractwiththecontentinmotivating,
authentic,andeffectiveways.iPadsaremoreportablethanlaptops,theycanbecustomized,and
theyarealluringforvisualandkinestheticlearners,makingitanaturalfitforelementary
students(p.23).However,itisimportanttorecognizethatiPadscancostmorethan$500andan
entireclassset(30students)wouldbeasmallfortune.Buttherearesolutions.EvenoneiPad,
usedbytheteacher,thatcanbepassedaroundcanengagestudentsastheymanipulatethe
content.AnothersolutiontohavingalimitednumberofiPadsishavinganiPadforeachtable
grouporlearningcenter,wherestudentscanworktogethertosolveproblemsthathavebeenset
outbytheteacher.ItisimportantthatteacherssetparametersforcompletingtasksontheiPads
sothatstudentsdonotdeviatefromtheintendedpurpose.
Russell,E.(15Oct2013).iPadsintheSocialStudiesClassroom[Prezi].Retrievedfrom
http://prezi.com/qcsjwfzufaj/ipadsinthesocialstudiesclassroom
TheprezidescribesthestepstointegratingiPadsintoSocialStudiesclassroomsbyfirst
addressingthefutureofthe21stcenturylearningandskills.StudentstodaybelongtotheNet
generationandschoolsareexposingthemtonewtechnologythroughBringYourOwnDevice
(BYOD)policies.EvanssuggeststhattherearelearningcurveswithusingiPadsandthat
planninglessonsusingtheiPadshouldbedonewithplentyofscaffoldingandunderstandingthat
thingsmightnotwork.AlthoughtherearesomebarrierstousingiPadsmightincludethe
possibilitythatcertainapplications(apps)areblockedonschoolnetworks,compatibility

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problems,chargingtheiPads,theft,updatesorstudentswithspecialneeds,thepossibilitiesare
endlesswhenitcomestousinganiPadinaSocialStudiesclassroom.Creatinganinteractive
notebookisagreatideaforwarmups,reflectionsandcollaborations.Also,contentcanbesaved
toacloudsostudentscanaccessthematerialsfromanydevicewithaninternetconnection.
iPadsalsosupportprojectbasedlearningandEvansprovidescomprehensivelistsofgreatapps
availableforprojectideas,informationdisplaysandlessonideas.Evanshasalsocreatedother
PrezipresentationsonthevalueofiPadsacrossallcontentareas.

Shuler,C.(2009).PocketsofPotential:UsingMobileTechnologiestoPromoteChildrens
Learning,NewYork:TheJoanGanzCooneyCenteratSesameWorkshop.
Retrievedfrom:http://www.pearsonschool.com/live/images/custom/
21cl/pdf/pocket.pdf
ThisdocumentwascreatedbytheJoanGanzCooneyCentertoprovideinformationonhow
digitaltechnologiescanenhancestudentlearning.Ithighlightsthekeyopportunitiesforlearning
thatcanoccurwithmobiletechnologies,potentialchallengesandthegoalsofmobilelearning.It
isveryeasytoread,withdiagramsandalistoflearningexamplesandresearchprojects.This
papergivesagreatexplanationofthemanyaffordancesofmobiletechnology.AniPad,iPod,
andiPhoneareallexamplesofmobiletechnologies.Therefore,thisarticleprovidessomegreat
backgroundinformationonwhydigitaldevices,likeiPads,canenhancelearning.
Toewes,G.(2012).Mobile34[Weblog].RetrievedMarch18,2014,from
http://mobile34.ca/2013/02/12/10stepstoasuccessfulschoolipadprogram/
ThisisacomprehensiveweblogbyanAbbotsford(BC)teacherandITspecialist.Itincludesa
hugearrayofpracticaltipstoimplementiPadsintotheclassroom.Toeweshasbeendoingdemo
lessonsandtechintegrationtoschoolsandregularlydeployssetsof3060iPadsintoschools.Of
hisseveralguidingphilosophiesToewesbelievestechnologyisnowoutofthelabandintothe
classroom.Thattheappsweuseshouldasmuchaspossiblebefreeandwithasfewclicksas
possible.Hefeelsthatisnotthetoolthatwillenhanceourteachingbuttheteachingstrategy,
Technology,..hasthecapacitytoempowerstudentsandaddress21stcenturylearning
objectives.Utilizedtotheirfullpotential,iPadsfacilitatetheintegrationofmultimedia,
communication,collaboration,projectbasedlearning,andmore.

LiteratureReview

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Introduction
Theintegrationoftechnology,iPadsinparticular,intoschoolsisbecomingsocommon
thatitisalmostinescapable.Thesemobilecomputingdevicesareaffordable,engagingand
versatile.Withtheimpendingswitchto21stcenturylearning,iPadsareuserfriendlyand
accessibletothetechnophobe,yetareadaptableforthosewithhighlevelsoftechnological
expertise.Theyhavethecapabilitiesoftransforminglessonsintoengaging,interactive
experienceswherestudentscanconstructtheirknowledgeandlearninsideandoutsideofthe
classroom.However,themultifacetedaffordancesoftheiPadcaninthemselvesbeahindrance.
Thereissomuchtodoandtouse,wheredoesateacherstart?
Workingtogether,ourgrouphasdecidedtonarrowourfocustotheSocialStudies
aspectofthecurriculum.WewouldliketoseehowiPadscanbeusedeffectivelytoteachthis
subjectinallgrades.TherearemanystudiesandresourcesavailableinvolvingiPadsinthe
classroom.Afterdoingresearchontheliteratureavailable,wehavedecidedtoorganizethe
literatureunderthefollowingheadings:WhyUseiPads,iPadsintheSocialStudiesClassroom,
MorethanjustContentApps,andChallengesUsingiPads.Thesearticlesandresourceswillbe
summarizedandcritiqued,theircommonthemesexploredanddiscussed,andareasforfurther
researchrecommended.
WhyUseiPads
TheOntarioCurriculumrecognizesthat,todayandinthefuture,studentsneedtobe
criticallyliterateinordertosynthesizeinformation,makeinformeddecisions,communicate
effectively,andthriveinaneverchangingglobalcommunity.Itisimportantthatstudentsbe
connectedtothecurriculum,thattheyseethemselvesinwhatistaught,howitistaught,andhow
itappliestotheworldatlarge(2013,p.3)Accordingtocurrentliterature,aniPadiswellsuited
fortodays21stcenturyclassroomasstudentscandojustabouteverythingwithonedevice.
Schuler(2009)discussesthemanyaffordancesofmobiledevices.Theyareportable,provide
accesstotheInternetandallowthesharingandtransferofdata.Inaddition,thesedevicescanbe

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usedfornotetaking,contentcreationandaudioandvisualcreation.Finally,thetouchscreenand
multimediacomponentsmakeitsimpleforuserstointeractwithcontent.TheiPadalsoopensup
learningtoavarietyoflearners.Itprovidesampleappsandopportunityforspecialneeds
learnersorthosewithuniquelearningchallenges.
OtherimportantaspectsofiPadrevealedthroughananalysisoftheliteraturewasthe
iPadsaffordanceofcollaborationandthepromiseofaniPadasamechanismforallowing
studentstosharelearningwithothersthroughclassroomactivities.Inascholarlypaperfrom
NewZealand,Melhuish&Faloon(2010)foundthatnotonlyareiPadsaffordableandportable,
theyallowforconnectivitybetweenstudents.Mathiessen(n.d.)pointedoutthatthesocialaspect
oflearningthatoccurswithtechnologyinacollaborativesettingwasapparent.Eventhough
studentswereworkinginsmallgroupswithoneiPadtheyalsoenjoyedsharingtheirlearning
withstudentsoutsidetheirgroup.UsingiPadsthestudentsinteractedwiththecontentin
motivating,authentic,andeffectiveways.Overall,iPadsaremoreportablethanlaptops,theycan
becustomized,andtheyarealluringforvisualandkinestheticlearners,makingitanaturalfitfor
elementarystudents(RedingtonBennett,20112012,p.23).
Wellplannedtechnologydeploymentshavethepotentialforaremarkably
transformativeimpactonschoolsandstudents(Gliksman,2013,para.4).Therefore,itis
necessarythatschoolsunderstandandresearchwhattypeoftechnologywillbenefitthemthe
most.TheyshouldalsobeabletocommunicatehowtheuseofiPadscorrespondswiththeir
visionsforimplementing21stcenturylearningobjectives.Russell(2013)suggeststhatthereare
learningcurveswithusingiPadsandthatplanninglessonsusingtheiPadshouldbedonewith
plentyofscaffoldingandunderstandingthatthingsmightnotwork.Inasense,someteachersare
reluctanttoadoptnewpedagogicalpractices,whileotherteachershavelearnedhowtouse
technologytomakeexistingpracticesmoreefficient.WhenteachersintegratetheiPadinto
collaborativelearningexperiences,studentsmaytakeadvantageofsocialmediaandweb2.0
resourcesandparticipateinsocialknowledgeconstructionastheyconfrontauthentic,complex
problems(Berson,Berson,&McGlinnManfra,2012,p.89).

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Whencomparedtoamoretraditional,paperbasedlesson,itappearedthattheiPad
basedinstructionpromptedcloserattentiontotheprimarysourcesandbroughtthehistorytolife
forstudents(Berson,Berson,&McGlinnManfra,2012,p.90).Utilizedtotheirfullpotential,
iPadsfacilitatetheintegrationofmultimedia,communication,collaboration,projectbased
learning,andmore(Toewes,2012).
Astudyofa11iPadinitiativeinanK4schoolintheU.S.foundanoverallincrease
instudentengagement,collaborationanddifferentiationincontenttoaddressindividualneeds
wheniPadswereusedintheclassroom(Millman,CarlsonBancroft,&VandenBoogart,2012).
Thestudydoessuggestthatfurtherresearchisnecessaryinordertounderstandpedagogical
practicesusingiPads.Thereisanotableshiftfromthetraditionalteacherroletomoreofa
facilitatoroflearningwiththeuseofthesedevices.Studiesfocusedonfurtherenhancing
pedagogicalpracticeswillleadtoabetterunderstandingofhowiPadscanbesuccessfully
implementedintodaysclassrooms.
iPadsinSocialStudies
AccordingtotheBCMinistryofEducation,theaimofSocialStudiesKto7isto
developthoughtful,responsible,andactivecitizenswhoareabletoacquiretherequisite
informationtoconsidermultipleperspectivesandtomakereasonedjudgments(Gnidecetal.,
2006,p.11).ByintegratingtechnologyintotheSocialStudiesclassrooms,studentshaveaccess
toavarietyofinformationthatwillguidetheminmakinginformeddecisionsabouttheworld
aroundthem.Forexample,amajorcomponentofSocialStudiescurriculumsarefocusedon
understandingandinterpretingnewcultures.ThroughtheapplicationsavailableforiPads,
studentsareabletocommunicateandcollaboratewithstudentsintheirownclassesorwith
studentsaroundtheworld.AclasssetofiPads,orevenjustacoupleofclassroomiPads,can
supportstudentsintheirlearningofnewstrategiesandskillsHowever,RedingtonBennet(2011
2012)describestheimportanceoforganizingtheappsandusingscaffoldingtechniquesinorder
toensurethattheiPadisfunctioningtomeetthedifferentskilllevelsinclassrooms.Thereare
manybenefitsofusingthesemobiledevices.TheiPadisawonderfultooltouseinSocial

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Studieslessonsbecauseitcanigniteimagination,creativityandempowerstudentstothink
critically.
TheintegrationoftechnologyintotheSocialStudiescurriculumisnotonlybeneficial
fordevelopingcriticalthinkingandproblemsolvingskillsbutitencouragestheinclusionof
21stcenturyskillsaswell.ThePartnershipfor21stcenturyskillsoverarchingmissionisto
combineadiscretefocuson21stcenturystudentoutcomes(ablendingofspecificskills,
contentknowledge,expertiseandliteracies)withinnovativesupportsystemstohelpstudents
masterthemultidimensionalabilitiesrequiredoftheminthe21stcentury(2004).Students
todaybelongtotheNetgenerationandschoolsareexposingthemtonewtechnologythrough
BringYourOwnDevice(BYOD)policies.Russell(2013)suggeststhattherearelearning
curveswithusingiPadsandthatplanninglessonsusingtheiPadshouldbedonewithplentyof
scaffoldingandunderstandingthatthingsmightnotalwaysworkaccordingtoeventhebestlaid
plans.Usingexamples,the2011reportcreatedbytheProvinceofAlbertasMinistryof
Education,illustrated,howiPadscaneasethetransitiontoalearnercentered,inquirybased21st
centuryeducationalmodelfromanindustrialized20thcenturymodel.Overall,theapparent
enthusiasmfortheiPadalongwithexamplesofsuccessfuliPaduseillustratedanenthusiastic
endorsementofthistool.
Althoughthereisaseeminglyendlessamountofappsavailable,itisnecessarythat
educatorstakethetimetoexploretheonesthatworkbestfortheirgradelevelsandpurposesof
theirlessons.Kharbach(2013)foundedthewebsite,EducationalTechnologyandMobile
Learning,wherehefeaturesspecificcontentareaappsandprovidesreviewsoftheappsfor
educators.Thegeographysectioncontainsagoodvarietyofapps,butthehistorysectionis
Americancentric.Inordertosatisfymanyofthelearningobjectivesmandatedbyprovincial
governmentsandtheirrespectiveMinistriesofEducation,itisimportantthateducatorsbe
innovativebutadheretosometraditionalmethodsofteaching.Agreatwaytolearnabout
culture,historyandgeographyisthroughtheuseofSkypeintheclassroom,whereeducatorsand
studentscancollaboratewithotherclasses,findguestspeakersandtakevirtualfieldtrips

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anywhereintheworld.Educatorsandtheirstudentscanconnectwithschoolsaroundtheworld,
bringingculturesandnewfriendsintotheclassroomsandstimulatediscussions.Accordingto
theSkypewebsite,MysterySkypeisaneducationalgame,inventedbyteachers,playedbytwo
classroomsonSkypewheretheaimofthegameistoguessthelocationoftheotherclassroom
byaskingeachotherquestions(MysterySkype,2014).Itissuitableforallagegroupsandisan
interactiveandcreativewaytoteachsubjectslikegeographyandhistory.Studentslearntobe
activeparticipants,evenwhentheydonotrealizetheyarelearning.
MorethanJustContentapps
TheiPadcomeswithasetofnativefunctions.Theseincludethezoomfunctionfor
magnifyingtextandpictures,thecameraandvideofunctions,quickaccessforlookingupfacts
andideasandfacetime.Addedtothesenativefunctionsareappsorapplications.AGoogle
definitionofanappis:aselfcontainedprogramorpieceofsoftwaredesignedtofulfilla
particularpurpose;anapplication,especiallyasdownloadedbyausertoamobiledevice.
WhenconsideringwhichapplicationtousewiththeiPad,teachersarefacedwithahugenumber
ofchoicesthatisgrowingdailyasnewappsarebeingcreated.Onesourcesaysthereareover
90,000appstochoosefrom(Berson,I.R.,Berson,M.J.,&McGlinnManfra,M.2012)which
canbedauntingtonavigateandsourceoutthebestonestouse.
Insteadoftyingtheappdirectlytothecontent,thebeststancetothinkoftheiPad,isas
atooltosupportcreativityandcontributetoadynamiclearningenvironment.Gliksman,whois
alsotheauthorofiPadinEducationforDummiessuggestsalistofwaystousetheiPadthat
doesnotfocusoncontentspecificapps.Heencouragesteacherstohavestudentscreatemock
interviewswithfamoushistoricfigures,explainscientificphenomenawithstopmotion
animation,createpodcastsfortheschoolcommunity,practiceandrecordspeechinaforeign
language,createscreencaststhatillustrateandexplainprinciplesinalgebra(2013,para14).
ManyoftheresourcesavailableforusingiPadsintheSocialStudiesclassroomfocus
onthecontentappsthatexistandareaimedforAmericanclassrooms.Daley(2013)reviews
manyoftheappsforSocialStudies.Althoughmuchofthefocusisoncontentapps,hedoes

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mentionsomeappsthatcanbeusedforcontentcreationandpollingactivities.Resourcesare
neededforCanadianeducatorsthatfocusonusingtheiPadformorethanjustexploringspecific
socialstudiescontentapps.
Itisintuitiveforteacherstoinitiallychooseappsthatdirectlyaddressspecific
curricularcontent.AccordingtoGaryToewes,thisisamistake.Thetheresanappforthat
syndrometakesawaythefocusonsoundpedagogicalstrategies.Insteadofrigidcontentspecific
apps,hefeelsthatitisnotthetoolthatwillenhanceourteachingbuttheteachingstrategy,
Technology,..hasthecapacitytoempowerstudentsandaddress21stcenturylearning
objectives.Utilizedtotheirfullpotential,iPadsfacilitatetheintegrationofmultimedia,
communication,collaboration,projectbasedlearning,andmore.(2012)
PotentialChallenges
AlthoughthereisalotofgeneralenthusiasmforusingiPadsinschoolsthereare
potentialchallengesmentionedintheliterature.Firstandforemostisthechallengeschoolshave
ingettingteacherstoadoptnewtechnologyintheschools.ZhaoandFrankclaim,whenusing
theirmetaphorfortechnologyinschoolsasaninvadingspecies,whetherornot"invading
species...aresuccessfullyadoptedandbecomepermanentlyestablisheddependsontheir
compatibilitywiththeteachingenvironment"(2003,pg.813).Inordertoensureadoptionof
iPadsintheschools,itiscriticaltocreateaschoolculturethatencouragesandsupportschange.
Additionally,itisimportanttorecognizethatiPadscancostmorethan$500andan
entireclassset(30students)wouldbeasmallfortune(RedingtonBennett,20112012,p.23).
Buttherearesolutions.Ifaschoolisgoingtoownaclassset,asolutionforchargingand
securingholdingtheiPadsneedstobeconsidered.Thisaddsapproximatelyanadditional$2000
$3000tothetotalcostofpurchase,butisessentialtosecurelytransportandstorethedevices
whennotinuse.ThesecartsalsoassistinthesyncingandupdatingprocessofmultipleiPads,
whichwouldbeverytimeconsumingtodoonebyone.AMaccomputerisrequiredtocomplete
thistask,butcanalsobeusedintheschoolbyteachersandstudentstocompleteotherprojects
usingproprietaryMacsoftwaresuchasiMovieandGaragebandtheywouldnothaveaccesstoif

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theschoolwereWindowsoriented.SmallerclasssetsofiPadscouldeasilybemanageddirectly
onthedevicewithouttheneedofacomputer.SmallgroupsofiPadscouldbepilotedbyaclass,
andusedjustinoneclassroomtothoroughlyintroducethenewdevicetotheteacherand
students.EvenoneiPad,usedbytheteacher,thatcanbepassedaroundcanengagestudentsas
theymanipulatethecontent.AnothersolutiontohavingalimitednumberofiPadsishavingan
iPadforeachtablegrouporlearningcenter,wherestudentscanworktogethertosolveproblems
thathavebeensetoutbytheteacher.Itisimportantthatteacherssetparametersforcompleting
tasksontheiPadssothatstudentsdonotdeviatefromtheintendedpurpose.
Theftisariskthatneedstobemanagedandplannedforintheeventthatittakesplace.
BuiltinfeaturessuchasfindmyiPhonecanhelpwiththetrackingandrecoveryofthedevice.
WhenadeviceisassmallasaniPad,itisimportanttoclearlynumberandlabeleachdeviceto
facilitateassetmanagement.NewlyaddedsecurityfeaturestoiOS7thatpermanentlydisablethe
iPad,helpdetertheftfromoccurringbecausethedeviceisuselesstoanyonebuttheoriginal
owner.
SchoolswillbeindifferentplaceswhenitcomestoWiFicoverageandavailability.If
theschoolhasnowirelessdevicesandwillonlybeusingiPadsisolatedtoaspecificclassroom,
addingonewirelessbasestationtotheareawillmeettheneedsofonlineaccess.Whena
portableclasssetisusedthroughoutthewholeschool,amanagedwirelessnetworkisideal.
WhileiPadsdonotrequireanInternetconnectiontousemanyoftheappsavailable,thereare
manyfeaturesthatwillnotavailable,suchastheabilitytodoonlineresearch,shareonline
throughclassroomblogsandvideocommunication,andawealthofonlinemultimediaresources
andwebsites.
Finally,studentsafetyandsecurityareimportantissuesforteacherstoconsiderwhen
usingiPads.RedingtonBennet(20112012)suggestthatteachersmonitorstudentswhenusing
theInternetandthattheymakesure3Gisdisabledsothatstudentsneedtogothroughthe
schoolsWiFiandfirewall,makingitmoresecure.Theteacheralsohasaresponsibilityto

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ensurestudentsareusingthedevicesinarespectfulmanner,keepinginmindproperdigital
citizenshipandthatstudentdataandcontentisstoredsecurely.
Conclusion
Itappearsthebiggestchallengeisgettingstaffandstudentscomfortablewiththe
notionoftechnologyandsteppingoutsidetheirpersonalcomfortzonestounderstandand
embracenewideas.Theresearchshowsthatalthoughtherearemanyprosaswellasconstothe
devicesthemselves,theprosaremoreprevalent.Keepingthisinmind,theconsthemselves
cannotbeignoredwhichiswhyourgroupfeelstheneedtoaddressallissues,thefirstbeingthe
useofiPadsasawhole.WithiniPads,thediversityandaccesstoresourceswithintheSocial
Studiescurriculumisvast.Weareeagertoexploretheseresourcesingreaterdepthand
communicateourfindingswithinourweeblypage.TheresearchavailableoniPadsintheSocial
Studiesclassroomtendstofocusoncontentapps,whichmanydonotapplytoCanadian
classrooms.Therefore,thecreationofawebsitethatexpandsteachersunderstandingofthe
manyaffordancesofiPadsintheirSocialStudiesclassroomwillbeabeneficialresourceaimed
atteacherslookingformorethanjustalistofcontentapps.Therearemanyappsthatcanbeused
forstudentsthatrequireproblemsolvingandcreativethinking(Redington,20112012).The
flexibilityofthesedevicesmeetstheneedsofmanyandencouragesaccesstosomuchoutside
ourcomfortzonesandoffersagreaterunderstandingofglobalization.Frompeople,toplaces,to
classrooms,thereislearningtobediscoveredandencouragedbyall.Theopportunityawaitsand
thankfullywithtechnologytheabilitytogrowandexploreisrightatourfingertips.
References
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df
Daley,S.(2013).Appsforsocialstudies:Areview.OregonJournaloftheSocialStudies,1(1),
95101.Retrievedfrom:

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http://www.oregonsocialstudies.org/wpcontent/uploads/2013/01/OJSSJournal
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Russell,E.(15Oct2013).iPadsintheSocialStudiesClassroom[Prezi].Retrievedfrom
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Milman,N.B.,CarlsonBancroft,A.,&VandenBoogart,A.(2012,June).iPadsinaprek4th
independentschoolyear1enhancingengagement,collaboration,anddifferentiationacross
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ProvinceofAlberta,asrepresentedbytheMinisterofEducation.(2011,October11).IPads:
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EDUCATIONCATALOGUINGINPUBLICATIONDATAwebsite:
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%2020120320.pdf

RedingtonBennett,K.(DectoJan20112012).LessThanaClassSet.Learning&Leadingwith
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Toewes,G.(2012).Mobile34[Weblog].RetrievedMarch18,2014,from
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