The use of Apple’s iPad in learning environments is a topic that is already eating column inches. Yet pinning down why something new might be worth testing or investing in is often difficult.
So it is with much anticipation that I watch two groups of teachers pushing the boat out.
iPad tests by BLENNZ excites
Firstly in Wellington, two teachers from the Blind and Low Vision Education Network NZ (BLENNZ) have begun to document the use of an iPad with students who have low vision. They are at the “toes in the water” stage and have only facilitated taster sessions (the iPads are personally owned by the teachers) but the initial footage is raising enough excitement that the documentation was shared across the whole school. From chatting to the teachers, it is one of those scenario’s that when you know the student, and you see the level of attention and engagement, it makes your heart sing.
iPad research in literacy skills
At the other end of the country, the Royal New Zealand Foundation of the the Blind (RNZFB) is in the initial stages of a partnership project with BLENNZ where they are purchasing four iPads as a resource for an action research project around access to literacy skills. Again it’s a punt, the technology is relatively new, and there is no research base from which to draw evidence with any longevity.
But just as Toni Twiss committed her eFellowship to investigating “the use of mobile phones in classrooms“, someone has to break the ground, and the more that do, the more variables we can bring together.
The iPad is a big step forward to the school environment
My own first impression on handling an iPad is that it is sleek, light and will fit neatly wedged behind a lunch box in a school bag. These may sound like flippant observations, but in the land of assistive technology, such attributes are a good start.
For those of us who spend much of our day trying to support the adaption of learning spaces, the advent of technology that is flexible, functional, and good looking is enough to make us cheer.
For so long, technology solutions have been clunky, weighed a ton, and often the learner had to sit apart from their peers because they needed an extra desk to set up all their gear. Plus, assistive technology is notoriously “specialist” and uncollaborative because no-one, other than the learner, knows how to operate it, and by default it becomes the exclusive domain of the learner with the disability, a great model for inclusion!
What other stories and thoughts out there?
So to anyone out there reading this, I’d love to hear if you are using an iPad in the classroom as a tool for you, and/or with your students, or if you have stumbled on interesting stories from colleagues or from reading around.
One of my current favorites, covered by the New York Times describes the the introduction of an iPad into the world of a young boy called Owen Cain. What I love about it, is that it demonstrates how if the adults alongside learners are bold and prepared to take a bit of a punt, all sorts of unexpected learning opportunities can happen – check out the video and see what you think.
Chrissie Butler
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Thanks for the informative post Chrissie. My son used all of his savings from his paper run to purchase his very own ipad in July and over the last 6 months I have watched with interest as he has used it for both school/homework and for games and social networking – I am very impressed with the ease in which anyone can pick it up and “understand” it’s functionality. It is easy to see how it can be integrated into education and cater for many different learning needs. In my readings I came across this blogpost which I though maybe of interest.
http://belindajjohnston.blogspot.com/2010/08/ipad-and-special-needs.html
I appreciate your progressive stance on the role of technology in the classroom! I also love your comment on how it supports inclusion for students with special needs.
As advancements have been made, iPads can be used for a multitude for things. It serves as tools that help students in all subject areas whether it be literacy, science, social studies, math, music, and art. iPads today offer services that not only support the learning of these subject areas but allow for students to create and practice their own skills on them. There are many who believe that iPads aren’t just “tools” but can be a new way of learning in itself. Although I agree that iPads are a great source of learning for young children, I do not believe that educators should rely heavily on them for early learners. Early learners benefit greatly from hands-on activities. Interacting with the physical world around them allows for them to exercise their cognitive skills as they observe their surroundings. Texture, space, interaction, physics, and others are all things that may be lacking in a technology tool. It may be easier to use an iPad for educators, as it requires less preparation, management, and clean up; however, especially in this world where technology takes over social conversations and activity, it is important to allow students to experience and learn without the reliance of virtual tools. Solely relying on iPads can create misconceptions when learning, as they are only interacting with the screen. It can decrease the amount of social interactions, disequilibrium, and resolutions that exercise their cognitive and socioemotional skills. Curiosity and interest is a very important element in a child’s learning that teachers and caretakers must be sensitive to. As iPads and such technology continually become the norm, the factor of surprise, curiosity, and interest that children find in an iPad may fade along the years. In my opinion, iPads should only be used if such fun learning and activities cannot be implemented in real life. It should serve as a supplement, and not as the fundamental source of learning. If the same activities and learning can be done in real life, in a classroom, with interactions among students as well as resources, there should be no reason to rely on an iPad unless they offer more. That’s my opinion on the iPad:) However, your blog touches on the important issue of special needs. If these technologies can help the inclusive model to be implemented in a classroom, I agree that it would benefit all students in the classroom. Thank you for your post!