RUNNING HEADER: Exploring Effective Use of iPads in an Elementary Setting

Exploring Effective Use of iPads in an Elementary Setting

onat!an "ang #$%&'()*

E"E+ *#) , &*A S-.mitted to: Dr/ Alex 0/ de +osson April &1 )(%#

RUNNING HEADER: Exploring Effective Use of iPads in an Elementary Setting Introduction iPads !ave generated excitement 2it!in t!e ed-cational realm since its introd-ction in )(%(/ As many sc!ools and instit-tions !ave .eg-n to implement t!em into t!e classrooms1 t!ere !ave .een many s-ccesses and c!allenges/ "o s-mmari3e a fe2 main ideas: -nderstanding t!e ecology t!at t!e iPad plays in t!e classroom is important 4+-l5n and Gasparini )(%) 6 +-l5n et al/ )(%)71 strong pedagogical development for iPad -se is cr-cial 48ilman )(%) 6 Sandvi9 et al/ )(%)71 and t!e a.ility to implement differentiated instr-ction ma9es t!e iPad a po2erf-l tool 4+-l5n and Gasparini )(%): 8ilman )(%): Sandvi9 et al/ )(%)7/ Using t!ese findings1 I attempt to explore t!e -sage of iPads in my elementary sc!ool among 9indergarten1 primary1 and intermediate classrooms/ "!e SA8R 4S-.stit-tion1 A-gmentation1 8odification1 and Redefinition7 model 2as developed .y P-ent-d-ra 4)(%%7 and 2as -sed as a frame2or9 .y t!e teac!ers to select iPad apps for -se in t!eir classrooms/ ;!ile eac! gro-p 2as capa.le of assessing eac! level of t!e SA8R model1 I fo-nd t!at t!e teac!ers< .eing comforta.le 2it! t!e iPads1 enco-raging st-dent exploration1 and -sing more formative assessment strategies co-ld also ease t!e implementation of iPads into t!e classroom/

Background In early )(%)1 my grade t2o class 2as granted a classroom set of iPads for t2o mont!s/ I opened t!e invitation to ot!er classes at my sc!ool and attracted t!e interest of a 9indergarten and grade six teac!er/ At t!e .eginning of t!e trial p!ase1 I cond-cted a professional development on t!e iPads and introd-ced t!e SA8R model 4P-ent-d-ra )(%%7 to my colleag-es/ "!e SA8R model 2as adapted to provide a frame2or9 to eval-ate iPad apps .ased on fo-r levels: s-.stit-tion1 a-gmentation1 modification1 and redefinition/ Eac! level progresses to a !ig!er

RUNNING HEADER: Exploring Effective Use of iPads in an Elementary Setting level of importance and activates !ig!er processing levels in t!e st-dents/ S-.stit-tion apps can replace traditional tools1 li9e a calc-lator or 2riting in a =o-rnal/ A-gmentation apps .-ild on s-.stit-tion apps 2it! f-nctional improvement1 s-c! as providing m-ltimedia to an encyclopedia/ In t!e t!ird level1 modification apps allo2 t!e -sers to redesign existing media/ Examples of t!is incl-de editing and mas!ing media/ 0inally1 t!ere are redefinition apps 2!ic! allo2 t!e -ser to create media/ "!is incl-des creating movies or p-ppet s!o2s/ Despite !aving apps preloaded onto t!e iPads1 t!e teac!ers 2ere enco-raged to -se t!e SA8R model to explore ot!er apps/ "!e teac!ers met reg-larly to s!are s-ccess and c!allenges and at t!e end of t!e trial period1 I sat do2n 2it! eac! teac!er for a general intervie2/ "!e goal 2as to examine 2!at factors co-ld contri.-te to an easier integration of a class set of iPads into t!e class/

The Kindergarten Experience "!e 9indergarteners explored >s9ill and drill? apps t!at are categori3ed as s-.stit-tion apps according to t!e SA8R model/ "!e main apps t!at 2ere -sed incl-ded: S9ool.o1 Endless A@+1 and Starfall/ "!e teac!er1 8s/ "1 c!ose t!e apps .eca-se t!ey are identical to t!e programs t!at t!e st-dents -se in t!e comp-ter la./ "!e iPads 2ere introd-ced to t!e st-dents as an additional activity d-ring center time/ +enter time is a free exploratory time given to t!e st-dents to try different activities/ 8s/ "<s also created a >one st-dent per iPad? r-le d-ring centers/ "!ere 2ere a total of t!ree iPads at t!e center/ "!e st-dents !ave centers at least t!ree to fo-r times per 2ee9/ 8s/ " notes t!at t!e st-dents 2ere extremely excited and 2ere a2are of t!e >cool? factor 4+-l5n et al/ )(%)7 t!at t!e devices in t!eir classroom represented/ In a !andf-l cases1 8s/ " notes t!at s!e !ad to !ave a tal9 a.o-t .eing caref-l not to .rag to st-dents from ot!er classes

RUNNING HEADER: Exploring Effective Use of iPads in an Elementary Setting a.o-t t!e iPads/ "!e excitement remained eA-ally !ig! t!ro-g!o-t t!e trial period/ Despite !aving a clear >one iPad per st-dent? r-le1 t!e st-dents often conversed in pairs and in gro-ps s!o2ing eac! ot!er t!eir ne2 discoveries/ "!is 2as similar to t!e 8ilman<s o.servation 4)(%)7 of elementary st-dents navigating pro.lems/ 8s/ " !ad p-t in t!e partic-lar r-le .eca-se s!e 2as fearf-l t!at t!e st-dents 2o-ld not .e a.le to ta9e care of t!e devices properly/ Instead 2!at s!e noticed 2as t!at t!e st-dents 2ere very a2are of t!e positioning of t!e iPads and 2ere often more ca-tio-s t!an s!e 2o-ld !ave .een !erself/ A co-ple of st-dents even self designated t!emselves as >iPad !elpers? to assist ot!er st-dents/ 8s/ " !ad a limited amo-nt of apps for t!e st-dents to explore d-e to !er !esitation 2it! t!e iPads/ In a >.-ddy? .loc91 2!ere t!e grade six st-dents came to spend time 2it! t!e 9indergarteners1 t!e yo-nger st-dents 2ere exposed to P-ppet Pals1 an interactive creation app/ "!e yo-ng st-dents demonstrated t!at t!ey 2ere A-ite capa.le of redefinition apps if given t!e opport-nity/

The Primary Experience "!e primary classroom consisted of my grade t2o st-dents/ "!e iPads 2ere -sed to s-pplement social responsi.ility lessons/ As a teac!er 2!o is interested in integrating tec!nology1 t!e st-dents in my classroom are familiar 2it! completing lessons -sing digital tools/ "!e st-dents 2ere introd-ced to t!e iPads 2it! apps t!at ranged primarily from t!e modification to redefinition categories/ "!e first app t!ey 2ere introd-ced to 2as P-ppet Pals/ As t!ere 2as an ongoing social responsi.ility t!eme r-nning t!ro-g! t!e t2o mont! trial period1 every time t!e iPads 2ere -sed1 t!ey 2ere al2ays s!ared in pairs/ P-ppet Pals lesson 2as a.o-t creating a series of s!ort clips t!at ne2 st-dents co-ld 2atc! to learn t!e r-les of o-r sc!ool/ In

RUNNING HEADER: Exploring Effective Use of iPads in an Elementary Setting t!e second tas91 st-dents 2ere introd-ced to i8ovie and told to film t!emselves teac!ing t!e class a.o-t somet!ing/ As t!e social responsi.ility lesson too9 a forefront on t!e goals1 t!e st-dents 2ere often not assessed on 2!et!er t!ey 2ere a.le to complete t!e tas91 .-t !o2 t!ey ens-red fair -se 2it! t!eir peers/ Bne of t!e strong .enefits t!at came o-t of s!aring t!e iPads is t!at for t!e ma=ority of t!e gro-ps1 st-dents 2ere not so imp-lsive 2it! t!eir actions/ "!ere 2as a fair amo-nt of disc-ssion amongst eac! ot!er a.o-t t!e plans .efore any decisions 2ere made/ "!ere 2ere a fe2 st-dents 2!o !ad diffic-lties in disc-ssion/ Ho2ever1 closer to t!e end of t!e t2o mont!s1 most gro-ps val-ed t!e comm-nication/ St-dents fo-nd t!at t!ey 2ere a.le to learn from t!e .ac9gro-nd 9no2ledge of ot!er st-dents and all mem.ers of t!e gro-p felt t!at eac! !ad participated eA-ally in t!e creation of t!eir movies/ "!e c!allenges came in t!e form of t!e different standards t!at eac! st-dent !ad for t!eir pro=ect/ After t!e initial completion of t!eir movies1 t!e gro-ps vie2ed eac! ot!er<s videos and provided constr-ctive feed.ac9/ 8ost st-dents too9 t!is feed.ac9 and res!ot t!eir pro=ects/ D-ring t!ese second and t!ird attempts1 many st-dents .egan to get fr-strated .y t!e small imperfections of t!eir 2or9/ Despite t!is1 many st-dents en=oyed demonstrating t!eir 9no2ledge of content material in a different 2ay/ Bne example !ad a gro-p of active .oys t!at spent an extraordinary amo-nt of time 4ie/ recess1 l-nc!1 and after sc!ool7 to res!oot many of t!eir actions s!ots/ "!is gro-p of .oys 2anted to s!o2 t!e class all t!e different types of !its in !oc9ey t!at a player co-ld ma9e/ "!e .oys< engagement 2as increased .eca-se t!e iPads allo2ed t!em to engage in different m-lti,literacy s9ills/ "raditionally1 t!ese .oys 2o-ld !ave .een as9ed to story.oard t!eir ideas in eit!er dra2ing or 2riting form/ 0or t!ese .oys1 t!e latte is a form t!at t!ey !ave !ad diffic-lties 2it! d-e to 2ritten o-tp-t iss-es/ @eing a.le to represent t!eir ideas in a more gest-ral1 spatial1 and

RUNNING HEADER: Exploring Effective Use of iPads in an Elementary Setting 9inetic form 2it! immediate feed.ac9 is gratifying/ "!e iPads allo2ed t!e .oys to feel t!at t!eir contri.-tions 2ere positive and val-ed/

The Intermediate Experience "!e grade six class 2as exploring a -nit on ancient civili3ations/ "!e iPads initially 2ere -sed as an extension to comp-ter la. time to complete extra researc!/ D-ring free time1 8r/S1 t!e classroom teac!er1 allo2ed t!e st-dents to explore apps preloaded onto t!e iPads/ "!e st-dents .egan to find art and timeline apps t!at complemented t!eir -nits/ A fe2 of t!e st-dents !ad prior experiences 2it! t!e iPads at !ome and as9ed if t!ey co-ld ma9e and record a s!ort s9it on t!e iPad/ After cas-ally presenting t!e s9it to 8r/S1 !e s-ggested t!e idea to !is st-dents as an alternative/ iPad c!anged from a static comp-ter device to a dynamic video recording tool/ As a tool t!e iPad .ecame very dynamic/ 8r/S and t!e st-dents initially vie2ed t!e iPad as a porta.le comp-ter/ "!e -ses incl-ded loo9ing on t!e internet for information/ It 2as t!e free time provided .y 8r/S and t!e prior 9no2ledge of st-dents t!at connected learning content 2it! t!e flexi.ility of t!e iPad/ Apps s-c! as i8ovie1 @oo9 +reator1 S9itc! and "oontastic ended -p .eing -sed in some form for pro=ect presentations/ "!ese apps all engaged st-dents in t!e modification and redefinition of content/ ;it!in a s!ort time1 t!e iPads !ad an ena.ling a.ility t!at allo2ed st-dents to connect to material in less linear 2ays 4"apscott )((C7/ "apscott ma9es t!is connection 2it! Net Gen teenagers 2!o cons-me online ne2s in a viral li9e means/ 8r/S 2as s-ccessf-l 2it!in t!e s!ort trial period of t!e iPads .eca-se !e allo2ed !is st-dents to access t!e devices in an exploratory manner/

RUNNING HEADER: Exploring Effective Use of iPads in an Elementary Setting Synthesis "!e iPads in class program provided .y t!e district 2as intended for teac!ers to expose t!eir classrooms to different tec!nologies/ "!e freA-ent meetings .et2een t!e t2o teac!ers and me and t!e final meeting .ro-g!t a.o-t t!ree important ideas: %7 a teac!er<s comfort 2it! tec!nology can en!ance st-dent<s engagement )7 t!e necessity of creating an exploratory c-lt-re #7 appreciating differentiated instr-ction/ "!e teac!er<s comfort 2it! t!e iPads played a role in 2!at apps st-dents 2ere a.le to -se/ In all t!ree classrooms1 it 2as t!e 2illingness of eac! teac!er to ta9e t!e tec!nology into t!e classroom t!at allo2ed t!e st-dents access/ "!e difference in t!e 2ay eac! classroom deployed and finally -sed t!em differed .eca-se of teac!er comfort/ 8s/ " limited !er 9indergarten st-dents to apps t!at s!e -nderstood .eca-se of !er experience 2it! t!e devices/ "!e st-dents noticed !er !esitation 2it! tec!nology as t!ey 2ere extremely caref-l 2it! t!e devices and rel-ctant 2it! t!eir exploration/ 8s/ " and 8r/S< initial approac! of t!e iPads 2ere similar/ "!e iPads 2ere a comp-ter .loc9 replacement/ ;!at differed 2as t!at 8r/S adapted 2it! t!e st-dents to allo2 t!em to .ecome creators/ "!e 9indergarteners 2ere capa.le of creation as noted .y a .-ddy activity1 .-t reA-ired some instr-ction on t!e -se of t!e apps/ "!e apps selected 2it! t!e grade t2o and six st-dents are classified in t!e redefinition and modification categories of t!e SA8R model/ "!ese apps reA-ired t!e teac!ers to create s-pplementary lessons to engage t!e st-dents in a creation process/ "!e grade six st-dents 2ere a.le to navigate t!e iPad m-c! more easily t!an t!e grade t2o st-dents li9ely d-e to mat-rity and previo-s experience on t!e iPads/ In .ot! cases1 8r/S and I felt very comforta.le 2it! allo2ing t!e st-dents to freely explore/ In t!e grade t2o class1 t!e st-dents 2ere comforta.le 2it! t!e preselected apps and in t!e grade six classroom1 t!e st-dents even s-ggested alternative apps to

RUNNING HEADER: Exploring Effective Use of iPads in an Elementary Setting t!e teac!er/ It is clear in t!e latter example t!at 8r/S created an environment 2!ere t!e st-dents felt free to find different 2ays to represent t!eir -nderstanding of t!e material 2it!in t!e context of t!e iPads/ "!is !as a direct impact on 2!at lessons are .eing ta-g!t and !o2 t!e iPads are .eing -sed in t!e classroom/ In all t!ree classrooms1 t!e st-dents !ad an a2areness of !o2 >cool? t!e iPads 2ere/ "eac!ers can ta9e advantage of t!e novelty aspect of t!e tec!nology 4@ates and Poole )((#7 and !eig!tened st-dent motivation to enco-rage an exploratory c-lt-re/ In t!e grade t2o class1 t!e t2o st-dent per iPad r-le enco-ntered some c!allenges1 li9e t-rn ta9ing/ St-dents 2ere motivated to 2or9 t!ro-g! t!eir iss-es as t!e conseA-ence for not doing so 2as losing time 2it! iPads/ 8r/S< classroom provided per!aps t!e most interesting example of st-dent motivation/ St-dents -sed t!eir free time to explore different apps and s-ggested to t!e teac!er an alternative 2ay of presenting t!eir pro=ects -sing t!e iPads/ 0inally1 2!ile 8s/ "<s 9indergarteners !ad a str-ct-red iPad experience1 s!e recogni3ed t!e potential of 2!at !er st-dents co-ld !ave ac!ieved given more time for !er to explore alternative apps/ Em.racing a c-lt-re 2!ere st-dents are given t!e opport-nity to experiment 2it! t!e apps can .e .eneficial/ "!e st-dents in all t!ree classes rarely enco-ntered sit-ations 2!ere t!ey 2ere ma9ing >mista9es?: instead it 2as a.o-t s!aring ne2 discoveries .eca-se of t!e enco-ragement to explore/ "!ere 2as not eno-g! time for t!e t!ree teac!ers to develop -nits t!at co-ld provide s-mmative assessment .-t a lot of formative assessment a.o-t st-dents 2as noted/ "!is 2as noted in all t!ree classrooms1 as different st-dents 2ere a.le to flo-ris!/ 0or example1 in t!e grade t2o class1 one assignment !ad t!e st-dents creating a digital presentation teac!ing ot!ers a s9ill or an art/ As t!e tas9 did not reA-ire st-dents to 2rite do2n t!e steps in a 2ritten format1 several .oys 2ere a.le to easily recreate tips on different types of !oc9ey !its/ "!e .oys 2ere

RUNNING HEADER: Exploring Effective Use of iPads in an Elementary Setting a.le to create a A-ic9 draft video1 .-t .ecame engaged .y trying to perfect t!e video 2it! different angles/ "!e dedication to t!e video 2as noticed t!ro-g! t!e editing of different angles1 disc-ssions1 and reta9es/ @y allo2ing t!e .oys to engage in a more active creation process1 t!e iPads allo2ed t!em to .e s-ccessf-l/ In 8s/ "<s classroom1 t!e 9indergarteners 2ere given minimal instr-ctions on navigating t!ro-g! t!e apps1 so t!ere 2as a !eavy reliance on exploring and conversing 2it! t!eir peers a.o-t levels t!ey !ad passed/ In addition1 a co-ple of st-dents too9 it -pon t!emselves to .e a special >iPad !elper? to ot!ers 2!o 2ere conf-sed/ 8s/ " did note t!at t!ere 2as a partic-lar st-dent 2!o 2as not nat-rally a vocal individ-al1 .-t .ecame one in t!is sit-ation/ 0inally1 in 8r/S< classroom1 t!ere 2as also a small gro-p of st-dents t!at acted as peer g-ides to assist one anot!er/ Eac! one of t!ese examples foc-ses on t!e process as oppose to t!e final prod-ct1 2!ic! co-ld provide val-a.le information to t!e teac!er a.o-t !o2 st-dents are synt!esi3ing ideas/

Conclusion "!e iPads 2ere a.le to provide an interactive experience for st-dents in t!e elementary classes d-ring t!e t2o mont! period/ "!e SA8R model does provide a so-nd frame2or9 for ed-cators to eval-ate apps/ "!e important findings for f-t-re ed-cators -sing tec!nology in t!e class are to .e open to approac!ing content in different 2ays/ "ec!nology ena.les learning in m-ltiple 2ays and1 as a res-lt1 assessments need to val-e t!e different 2ays in 2!ic! st-dents are demonstrating t!eir learning/

RUNNING HEADER: Exploring Effective Use of iPads in an Elementary Setting References +-l5n1 A/ D/1 Gasparini1 A/1 6 Herc31 R/ 4)(%)7/ iPad E t!e space .et2een t!e cool and t!e -sef-l/ Paper presented at t!e ;or9!op +ool aF +ontinents1 +-lt-res and +omm-nities1 +HI )(%)1 A-stin1 "exas/ 8ilman1 N/ @/1 +arlson,@ancroft1 A/1 6 @oogart1 A/ G/ 4)(%)7/ iPads in a PreH,'t! Independent Sc!oolEIear %EEn!ancing Engagement1 +olla.oration1 and Differentiation across +ontent Areas/ Paper presented at t!e International Society for Technology in Education Conference, San Diego1 +alifornia/ P-ented-ra1 R/ 4)((C7/ "P+H and SA8R E models for en!ancing tec!nology integration 4As ;e "eac! Dect-re Series7 Ji"-nes UK/ Retrieved from:!ttp:LL deimos#/apple/comL;e.B.=ectsL+ore/2oaL@ro2seLed-cation, maine/gov/%C#*'%%%'&/(%C#*'%%%'$/%C#*%C$&('MiN)%#C&OO%'O Sno21 +/ E/1 "a.ors1 P/ B/1 Nic!olson1 P/ A/1 6 H-rland1 @/ 0/ 4%$$*7/ SHEDD: Bral lang-age and early literacy s9ills in 9indergarten and first,grade c!ildren/ ournal of Research in Childhood Education1 %(4%71 pp #O,'C/ "apscott1 D/ 4)((C7/ Net Geners Relate to Ne2s in Ne2 ;ays/ !ieman Reports, &)4'71 pp %C,%$/