IPADS IN EDUCATION
If you like to have plenty of resources to choose from, this is what you’re looking for!
Blog Post Agenda:
1. BEST SOURCES FOR IPAD APPS 🙂
2. WHAT LITERATURE SAYS ABOUT IPADS IN EDUCATION
3. MY COLLECTION OF OVER 200 IPAD APPS (focused on elementary grades, but many can be used across grade levels) 🙂
4. COMMON CORE STATE STANDARDS
5. END OF BLOG POST BONUS 🙂
1. BEST SOURCES FOR IPAD APPS
APPitic is a directory of apps for education by Apple Distinguished Educators (ADEs) to help you transform teaching and learning. These apps have been tested in a variety of different grade levels, instructional strategies and classroom settings.
Kathy Schrock’s Guide to Everything is one of the best BLOGS in the cyber world, I would say.
Learning in Hand With Tony Vincent– awesome resource!
Apple in Education!
iPad apps with instructional objectives…or pick the right app according to what you want your students to do.
Spreadsheet of educational applications compiled by Texas Computer Education Association. Check out another great TCEA resource here.
Edudemic article 1,000 Educational Apps Organized by Subject & Price– created by TCEA!!!
Victorian Government iPads for Learning Website.
*Apps in Education (Blogspot)- eportfolios and many other things.
* Livebinder by sjbrooksyoung
2. WHAT LITERATURE SAYS ABOUT IPADS IN EDUCATION
There are a plethora of resources and tools that can be used to integrate technology into classroom instruction. Technology integration can include a wide variety of resources and tools that enhance and showcase the learning process. Bork (1985) noted that “not since the invention of the printing press has a technological device borne such implications for the learning process” (p.1). It is a digital, multimedia world our students are moving into. Technology is ubiquitous both in society and schools. Oxford (2006) showed that “while much research appears to indicate that technology-enhanced language learning or computer-assisted language learning can be effective tools for language learning many educators remain unconvinced and continue to struggle with the integration of technology-enhanced language learning into the curriculum” (p. 359). With the introduction of the iPad, Apple succeeded to transform the perspective over the role of technology softwares. Murray and Olcese (2011) pointed out that “within a few weeks of becoming available, the iPad reportedly sold over 3 million units, a brisker pace than other tables in the personal computer realm” (p.42). Empirical research regarding the use of the iPad in education is scarce. However, many school districts from California to Virginia have adopted it just a few months after it was released in order to meet various educational purposes (Allen, 2011; Ferriter, 2010).
The debate revolves around various concerns such as whether this kind of investment is worthwhile in terms of improved test scores, whether educators are knowledgeable regarding its potential uses that would support instructional standards, and whether the iPad has the potential to revolutionize education. The few studies that exist regarding the value of iPads in education argue its value and give arguments for both sides. However, the arguments that support the use of iPad in the classroom are more numerous than the ones that contest its value. While different researchers such as Manuguerra (2011) claimed that “such technologies have the potential to fundamentally change the ways that learning and teaching are carried out, greatly favoring constructivist and collaborative approaches to learning and flexible and adaptive approaches to teaching” (p. 61), others found little evidence of meaningful learning with technology (Van Oostveen, Muirhead & Goodman, 2011). Gabriel and Richtel (2011) called for educators’ attention emphasizing the fact that many educational software developers marketed their products as “revolutionary curricula” when in fact they have no effect on students’ scores (p. A1). However, McClanahan, Kristen, Kennedy, and Tate’s research (2012) demonstrated how the use of iPad indicated breakthrough results for a fifth grader, Josh: “comparisons of pre- and post-assessment showed that the student had gained one year’s growth in reading within a six-week time period” (p.20).
3. MY COLLECTION OF OVER 200 IPAD APPS
FOR ELEMENTARY GRADES (many can be used across grade levels)
Acknowledging the fact that teachers’ expertise is needed in selecting the best iPad applications that successfully address students’ different needs and learning styles, I created a collection of about Ed. iPad Apps!!!! –can be downloaded 🙂 — also available on my teacher wiki. The apps are grouped in 17 different categories:
-all subjects apps
-literacy, speaking, listening
-social studies, history, geography
-assessment, data, digital portfolios
Ferris and Hedgcock (2005) highlighted the importance of technology tools and softwares being assessed by educators by saying that “to maximize the benefits of the technology, teachers need become comfortable with these tools and then sort through the options thoughtfully and carefully” (p. 354). Besides investigating the ways that teachers are able to integrate tablets into the curriculum to enhance students’ learning, I also assessed the degree to which the iPad allows teachers and students to do things in learning environments that could not otherwise be possible.
There are many criteria that can be used to categorize educational applications. For instance, Means and Olson’s (1994) proposed four categories for organizing educational technologies: tutor, explore, tool, and communicate (p.7). Other researchers grouped them by the degree to which they facilitate consumption of information or creation of products. What I did was categorizing the most useful applications by subject. I explored the iPad applications through the iTunes app store, a website hosted by Apple which listed all applications available and then I tried to identify the most valuable iPad applications in elementary education using the rubric and the iPad evaluation checklist created by Vincent (2011).
I have discovered that there are a plethora of applications that can effectively support instruction in school, promote deep critical thinking, and allow students to personalize their learning and be active producers of creative work and I am confident that you will do the same.
4. COMMON CORE STATE STANDARDS
Any Common Core State Standards can be targeted through the use of iPads because it’s not about the tool educators use, but about the purpose for each they are utilized. In other words, it’s up to your creativity and ingenuity to find the best ways to support your instruction with this new tool.
5. END OF BLOG POST BONUS
MAKE SURE YOU CHECK THIS OUT! You will certainly add this resource to your favorites!
Edshelf is definitely one of the best collections of educational technology tools for teachers and parents!!! Just create a free account and you can go ahead and do a key-word search and you’ll find the tech tools that meet your specific needs. You can filter your search by PRICE, AGE, SUBJECT, PLATFORM, OR CATEGORY. You can find ratings that target the Learning Curves, pedagogical effectiveness, and student engagement. You can find resources for pretty much everything from Common Core, digital storytelling, clickers, digital storybooks, foreign languages, game based learning to classroom management, learning management systems, social networking, student assessment, and wiki creators.
Trick: just make sure you browse all the tools on Edshelf found at the bottom of their homepage beside those featured on top. 🙂
Why I placed this wonderful resource at the end of my blog post? Because it contains not only iPad Apps, but tech tools for all types of devices. However, I need to mention the fact that this is the type of resources that I could have certainly reserved an entire blog post for, not just a section at the end of one!!!
Until next time get creative, be inspired, and grow! 🙂
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Allen, R. (2011). Can mobile devices transform education? Education Update, 53(2), 2, 6-7.
Apple, (2012). Apple in education. Retrieved from http://www.apple.com/education/apps/
Bork,A. (1985). Personal computers for education. New York: Harper & Row.
Ferriter, W. (2010). E-readers: Get ready for the revolution. Educational Leadership, 68(3), 84-85.
Ferris, D. R, & Hedgcock J. S. (2005). Teaching ESL composition. Purpose, process, and practice. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
Gabriel, T & Richtel, M (2011, October 8). Inflating the Software Report Card. New York Times, p.A1.
Manuguerra, M. (2011). Promoting student engagement by integrating new technology into tertiary education: The role of the iPad. Asian social science. 7(11), 61-65
McClanahan, B., Kristen, W., Kennedy, E. & Tate, S. (2012). A Breakthrough for Josh: How Use of an iPad Facilitated Reading Improvement. TechTrends, 56( 3) , 20-28.
Means, B., Olson, K. (1997). Technology and education reform. Studies of education reform, Washington, WashingtonDC: US Government Printing Office.
Murray, O. T., & Olcese, N. R. (2011). Teaching and learning with iPads, ready or not?. Techtrends: Linking research and practice to improve learning, 55(6), 42-48.
Oxford, R. (2006). Effects of Technology-Enhanced Language Learning on Second Language Composition, Hispania , Vol. 89 (2), 358-361
Vincent, T. (2012, March 4), Educational application evaluation checklist [Web log post]. Retrieved from http://learninginhand.com/storage/blog/Vincent_App_Checklist.pdf
Vincent, T. (2012, March 4), Educational application evaluation rubric [Web log post]. Retrieved from http://learninginhand.com/storage/blog/Vincent-App-Rubric.pdf