One to-one i pad™ usage and applications in k-12 classrooms
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This document discusses the benefits of using iPads in K-12 classrooms from the perspectives of both teachers and students. It outlines how iPads can help with organizing class materials through tools like iTunes U, allow for immediate assessment and flipping the classroom. Teachers can use iPads to model usage, track student progress through apps like Socrative, while students can use iPads to take electronic notes, showcase creativity with apps like iMovie, and submit work electronically through Showbie. Some cautions discussed include classroom management, digital safety, internet access, and ensuring technology understanding, along with potential solutions.
One to-one i pad™ usage and applications in k-12 classrooms
- 2. AUTHOR BACKGROUND INFORMATION Julia Bennett • Secondary mathematics instructor in western Pennsylvania • Instructor in a one-to-one iPad™ school district • Contact information: jcbst23@gmail.com Fan-Yu Lin • Associate Professor in Education at Robert Morris University • Contact information: linf@rmu.edu
- 3. INTRODUCTION •Educational shift to mobile learning •Each student has a mobile device used for learning purposes •International Society for Technology Education (ISTE) Standards •Student and teacher standards
- 4. IPAD™ BENEFITS FOR K-12 CLASSROOMS •Organization of Class Materials •Immediate Assessment •Ability to “Flip” the Classroom •Promotes Student Ownership and Choice
- 5. TEACHER VS STUDENT USAGE Teacher •Model usage •Mobility •Organize class materials •Flip the classroom •Track student progress Student •Personalize the iPad™ •Electronic note-taking •Showcase creativity •Submit work electronically
- 7. ORGANIZATION OF CLASS MATERIALS •ITUNES UNIVERSITY
- 8. ITUNES UNIVERSITY Create multiple courses shown under My Courses tab
- 9. ITUNES UNIVERSITY Step 1: Begin the “Outline” of the course Each section of the outline is a “Post”
- 10. ITUNES UNIVERSITY Step 2: Share “Course Code” found in the Admin section
- 11. ITUNES UNIVERSITY Step 3: Provide links and codes to all required ”Apps” for your class
- 12. ITUNES UNIVERSITY Step 4: Continuously upload course materials for student access.
- 13. FLIP THE CLASSROOM EDUCREATIONS KEYNOTE NEARPOD EDPUZZLE
- 14. EDPUZZLE EDPUZZLE.COM Step 1: Create teacher account Step 2: Import Youtube, SchoolTube, or unique videos Step 3: Insert questions Step 4: Include comments Step 5: Track student progress
- 15. TRACK STUDENT PROGRESS SOCRATIVE (TEACHER/STUDENT) SHOWBIE
- 16. SOCRATIVE TEACHER Step 1: Sign in to access “Room ID” Create Quizzes Import a Quiz View All Quizzes Access Data
- 17. SOCRATIVE TEACHER Step 2: Create a Quiz
- 18. SOCRATIVE TEACHER Step 3: Assess Students Share Room ID
- 19. SOCRATIVE TEACHER Step 4: View Reports
- 21. ELECTRONIC NOTE-TAKING NOTABILITY EVERNOTE PAPERPORT NOTES NEU.ANNOTATE + PDF
- 23. NOTABILITY Export Notes 1. Email 2. Dropbox 3. Google Drive 4. Print 5. AirDrop
- 25. iMOVIE •IMPORT PRE-RECORDED VIDEOS •STREAM VIDEOS TOGETHER •UPLOAD GRAPHICS AND BACKGROUND MUSIC •ADJUST SPEED •SHARE VIDEO
- 27. SHOWBIE Teacher Step 1: Create a Class Student Step 1: Join a Class
- 28. SHOWBIE Teacher Step 2: Choose Course Create Assignment Teacher Step 3: Name Assignment Choose Due Date
- 29. SHOWBIE Student Step 2: Submit Assignment Select Course Click on Assignment Upload
- 30. Cautions/Concerns Solutions Classroom Management Decide the purpose and how the tablet with be used Consistent use of the tablet Coherent instruction that allows minimal down time Digital Safety Showcase the benefits of the device usage at the beginning (discuss this topic) Carefully determine how to distribute tablets (Provide a beginning of the year orientation for students and parents) Internet Access Build a positive rapport with the IT department Technology Understanding Know “everything” about the device operating system Model usage (mentioned in the Teacher Usage section)
- 31. REFERENCES • Beschorner, B., Hutchinson, A., & Schmidt-crawford, D. (2012). Exploring the use of the ipad for literacy learning. The reading teacher 66(1), 15-23. Doi: 10.1002/trtr.01090 • Carr, j. M. (2012). Does math achievement h’app’en when ipads and game-based learning are incorporated into fifth-grade mathematics instruction? Journal of information technology education: research, 11, 269-286. Retrieved from • Fallon, G, & melhuish, K. (2010). Looking to the future: m-learning with the ipad. Computers in new zealand schools: learning, leading, technology, 22(3), 1-16. Retrieved from http://www.Otago.Ac.Nz/cdelt/otago064509.Pdf • International society for technology in education (2015). ISTE standards. Retrieved from http://www.Iste.Org/standards
- 32. REFERENCES • Mang, C. F., & Wardley, L. J. (2012). Effective adoption of tablets in post-secondary education: recommendations based on a trial of ipads in university classes. Journal of information technology education: innovations in practice 11, 302-317. Retrieved from http://www.Jite.Org/documents/vol11/jitev11iipp301-317mang1138.Pdf • Miller, W. (2012). Iteaching and learning collegiate instruction incorporating mobile tablets. Literary technology reports, 48(8), 54-59. Retrieved from http://www.Alatechsource.Org/taxonomy/term/106/rethinking-reference-and-instruction-with-tablets • Murry, O. T., & Olcese, N. R. (2011). Teaching and learning with ipads, ready or not?Techtrends, 55(6), 42-48. Retrieved from http://dawnbennett.Wiki.Westa.Edu/file/view/teaching+and+learning+with+ipads.Pdf