For my end-of-year professional development presentation, I reviewed my blogged experience in classroom iPad integration, as well as my student survey. I interspersed my case study with both popular manuals on best practices and various studies and research articles on iPad integration.
As a record of my presentation, I offer below a few summaries on best practices for iPad integration, as well as some resources for further reading and a link to my full presentation.
Best Practices
5 Principles of integration (from iPads in the Classroom: From Consumption and Curation to Creation (Daccord and Reich, 2014))
1. Technology must be in the service of learning. Without a clear vision for learning, technology is the engine of a ship without a compass.
2. Tablets are not computers. There are some things they do much better. There are some things that they do much worse. Focus on exploiting what they do best.
3. iPads are mobile, flexible media production devices, not repositories of apps. Teachers need a vision of powerful student-owned learning, and a few basic apps for media production and sharing.
4. The iPad has a design bias towards consumption; great teaching has a design bias towards student production. To make the iPad support powerful learning, educators move from consuming content to curation and creation.
5. Technology initiative will only work with broad support from community stakeholders: parents, teachers, students, and the community.
The Rule of Six (from How to Teach with an iPad (Norwood 2012))
1. Gather: Research, collect, and brainstorm
2. Organize: Rewrite and organize in a particular format
3. Transform: Fundamentally transforms materials into a “knowledge artifact”
4. Format: Reflect on presentation for dissemination and communication; formats material for sharing
5. Transmit: Share with colleagues, peers, ec.
6. Collaborate: All areas of the lesson can feature collaboration; alternatively, collaboration can review and react to others’ products
Full Presentation: Click Here
Selected Bibliography
“An Examination of How a Teacher’s Use of Digital Tools Empowers and Constrains Language Arts Instruction” Computers in the Schools, 31:316-338, 2014. Purpose: Case study to explore a language art teacher’s integration of computers and iPads
Nancy Frey, et al. “iPad Deployment in a Diverse Urban High School: A Formative Experiment” Reading and Writing Quarterly 31:2, 135-150
Take Away: Modification 1: Purchasing Online Content; Modification 2: Purchasing a LMSModification 3: Integrating Collaborative Learning Tasks
Take Away: Modification 1: Purchasing Online Content; Modification 2: Purchasing a LMSModification 3: Integrating Collaborative Learning Tasks
“Free for All: A Case Study Examining Implementation Factors of One-to-One Device Programs” Computers in the Schools, 30:359-377, 2013. Take Away: Saturation—Top-Down; Adopter-Diffusion—Bottom-Up
