iPads in Education: In-Depth
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This document discusses technology literacy and the shift from traditional to new literacies as children move from analog to digital environments. It explores the affordances of educational technologies for learning, including improved collaboration, comprehension through multimedia, and motivation. Technologies provide social affordances as children enjoy sharing experiences and symbolic play with digital objects. The document advocates starting with the classroom learning space and using apps and hands-on activities with devices like iPads to support new contexts for skills development and learning.
iPads in Education: In-Depth
- 3. TECHNOLOGY
- 6. LITERACY
- 9. CHILDREN
- 10. ANALOG
- 11. DIGITAL
- 12. SHIFT
- 13. Used with permission from Dr. Alec Couros, University of Regina, h=p://educa@onaltechnology.ca/couros/
- 14. Used with permission from Dr. Alec Couros, University of Regina, h=p://educa@onaltechnology.ca/couros/
- 15. THE CLOUD
- 17. What Do We Know?
- 18. “When used inten@onally and appropriately, technology and interac@ve media are effec@ve tools to support learning and development.” NAEYC and Fred Rogers Center Joint PosiCon Statement (2011)
- 19. Literacy Affordances Computer-‐based learning ac@vi@es in language ac@vi@es seemed to induce greater levels of collabora@on and discussions (Dickenson, 1986) The dynamic nature of mul@media seemed to help children to create mental models more effec@vely and improved comprehension (Kamil et al., 2000) Using computer soRware seems to benefit the learning of special popula@ons, such as ESL, learning disabili@es and young children (Kamil et al., 2000) The use of computers in reading and wri@ng seemed to mo@vate children more effec@vely (Kamil et al., 2000) Affordances of EducaConal Technologies
- 20. Social Affordances Children are highly mo@vated in computer environments and they enjoy sharing their experiences and strategies with each other (Blanton et al., 2000) Children exhibit a rich versa@lity of social interac@ons at the computer (HeR and Swaminathan, 2002) (Brooker, 2002) found that peers frequently supported each other in the learning process & children benefited from “mutually suppor@ve collabora@on.” The manipula@on of shapes and symbols on screen represents a new form of symbolic play. Children treat digital ar@facts as “concretely” as they do physical play objects (Brooker, 2002) Affordances of EducaConal Technologies
- 21. shiR
- 22. Used with permission from Dr. Alec Couros, University of Regina, h=p://educa@onaltechnology.ca/couros/
- 23. Used with permission from Dr. Alec Couros, University of Regina, h=p://educa@onaltechnology.ca/couros/
- 24. Used with permission from Dr. Alec Couros, University of Regina, h=p://educa@onaltechnology.ca/couros/
- 25. Used with permission from Dr. Alec Couros, University of Regina, h=p://educa@onaltechnology.ca/couros/
- 26. SOURCE: h=p://tpack.org TPACK
- 28. Where Do We Start?
- 29. THE CLASSROOM
- 30. THE CLASSROOM
- 31. Physical Space (Classroom) Physical Space (Classroom) Digital Space Core Skills New Context Learning Space formal informal synchronous asynchronous Developed by Mr. David Jakes. Used with permission.
- 32. LEARNING SPACES
- 37. How Do We Do It?
- 39. +
- 41. HANDS ON WITH THE IPAD
- 42. What We Will Do 1. Collect digital photographs 2. Capture digital audio 3. Make a digital video 4. Record a podcast 5. Create an ebook 6. Share your digital learning