Technology Integration with iPads



Technology is widely utilized in K-12 classrooms and libraries today. iPads remain one of the most popular technologies integrated into schools. In fact, many schools use iPads as 1:1 technology integration in order to enhance student learning (Geer et al., 2017, p. 490). In 1:1 schools, every student and teacher has an iPad in hopes of increasing student learning. 

 iPads are handheld tablets produced by Apple that run on an iOS mobile operating system. They are popular because they operate exactly like iPhones and are connected to the Apple App Store. Thousands of apps can be downloaded directly to the iPad with just a few clicks. Students can use iPads to take notes, create projects, take assessments, read, research, and much more. Ditzler, Hong, & Strudler (2016) explain that tablet devices "give students and teachers a mobile source for information, textbooks, interactive media, and a wealth of tools through downloadable applications" (p. 183). In 2015 there were more than 80,000 educational apps available in the Apple App Store (Ditzler et al., 2016, p. 183). 

 With all these educational apps, technology integration with iPads seems like it would be a breeze! However, many argue that iPads are not being used to enhance student learning in the classroom. The Technology Integration Matrix (TIM) is a framework used to help ensure technology is used to enhance learning. The following information shows how teachers and school librarians can integrate iPads into their lessons based on the TIM.

 Active: Students are engaged in using technology as a tool rather than passively receiving information from the technology
  • Entry: Students learn how to use iPads, apps, etc.
  • Adoption: Students use iPads on teacher-directed apps
  • Adaptation: Students choose an app to use on iPads
  • Infusion: Students choose to use iPads 
  • Transformation: Students use iPads to create project via iPad app
Collaboration: Students use technology tools to collaborate with others rather than working individually at all times
  • Entry: Students individually use iPads to research
  • Adoption: Students work in small groups to research
  • Adaptation: Students work in groups to research and create project to represent their learning using teacher selected tools and resources
  • Infusion: Students work in groups to research and create a project to represent their learning using tools and resources of their choosing
  • Transformation: Students work with peers to collaborate on research project and even message/FaceTime with outside experts
Constructive: Students use technology tools to connect new information to their prior knowledge rather than to passively receive information.
  • Entry: Students watch video on curriculum related topic
  • Adoption: Students are guided through specific research apps to research topic
  • Adaptation: Students use iPad for research on subtopic of their choosing 
  • Infusion: Students regularly research on iPads and choose apps they want to use for research and creation
  • Transformation: Students use iPads to create video or podcast to present their research to others. They then post their creation on classroom page, watch other classmates, and give feedback.

 Helpful Links for Implementing iPads:
https://www.apple.com/education/docs/getting-started-with-classroom.pdf

https://www.apple.com/education/teaching-tools/

https://www.bosstab.com/blog/2019/10-ways-to-use-ipads-in-classrooms/

https://www.erintegration.com/2016/07/27/introducing-ipads-to-teachers/

https://www.erintegration.com/2016/01/11/project-based-assessment-on-the-ipad/

References:

 Geer, R., White, B., Zeegers, Y., Wing Au, & Barnes, A. (2017) Emerging pedagogies for the use of iPads in schools. British Journal of Educational Technology, 48(2), 490-498. https://doi-org.pallas2.tcl.sc.edu/10.1111/bjet.12381

Ditzler, C., Hong, E. & Strudler, N. (2016) How tablets are utilized in the classroom. Journal of Research on Technology in Education, 48(3), 181- 193, DOI: 10.1080/15391523.2016.1172444

Mallette, M. H., & Barone, D. (2014). Interesting ways to use iPads in the classroom. Reading Teacher, 67(8), 621–625. https://doi-org.pallas2.tcl.sc.edu/10.1002/trtr.1264

 (n.d.). photograph. Retrieved from https://www.apple.com/education/teaching-tools/

Comments

  1. Rachel CaughmanFebruary 23, 2020 at 3:29 PM

    Hi Marie,

    I completely miss iPads in my school's classrooms! This year our district's middle schools transitioned to Chromebooks. Don't get me wrong, the Chromebooks are helpful when needing to use the keyboard to type more detailed written responses, and I'm thankful for the Classroom Management Tool we now are able to use instead of Apple Classroom because it allows teachers and administrators to manage much more than we were before on the iPads. However, there are more available apps that were approved my our school district for students to use compared to what they can use on the Chromebooks. I feel the iPads allow for the collaborative and constructive interdependent characteristics of learning environments on The Technology Integration Matrix to be applied more seamlessly due to having more available apps to conduct learning on.

    I know our schools are still learning about the Chromebooks each day and it will get better, but the ease of use with the iPads and the lack of problems we had with them are needed with what we have now.

    Rachel Caughman

    ReplyDelete
  2. UnknownFebruary 23, 2020 at 5:54 PM

    Marie,

    I appreciate that you went with a technology tool that is familiar to all of us and one that is READILY available at many schools. I agree when you say that many people do not feel that iPads enhance instruction. I work in a public library and I hear ALL the time about what a "money waster" and a "time waster" the iPads are...while I do not agree with those sentiments (at least not in those terms) I do think they can be misused or just as filler time at the end of long busy school days. I also feel that idea was for iPads/Chromebooks to eventually replace textbooks, so they are not so much a tool to enhance learning but a tool to replace a conventional way of Learning (like in R.A.T).

    I appreciate your breakdown of the Active, Collaborative, Constructive areas of the Technology Integration Matrix and your point that the matrix is helpful in that it allows teachers to see if they are using technology in a way that enhances learning. I feel a lot of us never get out of the Entry/Adoption stages when it comes to technology.

    Thanks again! I DO think we forget how much can be done with iPads as they are an established technology and everyone wants to go for the flashier, newer technology.

    Heather Johnson

    ReplyDelete

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